CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered.

Table 1. Significant difference between the scores of the students’ recognition

processes when aided with visual presentation.

Group Mean t-value p-value Decision

Experimental
Group 21.6

5.118 0.000028 Ho rejected

Control
Group
16.4

The table 1 above shows the result from the thirty, randomly chosen,
participants from the first year Bachelor of Science in Social Work students in a
particular private college institution in General Santos City. The participants were
divided into two equal groups through random sampling: the experimental group,
wherein they received intervention, and the control group, which did not receive
any intervention. Each group has 15 members in them. Respectively, the
experimental group watched a 3-minute-video presentation of Stephen Crane’s
“A Dark Brown Dog”, while at the same time, holding a printed copy of the video
transcript with them. Meanwhile, the control group was only given the transcript.
Both groups were given 20 minutes to read and watch the video, and another 20
minutes for answering the comprehension questions that were given to them in
the form of a questionnaire.
 As a result, the experimental group had a mean of 21.6. While, on the
other hand, the control group had a mean of 16.4. The researchers then used
Welch’s t-test for calculating the t-score, and Satterthwaite approximation for the
degrees of freedom. If the p-value is less than the significance level, then the null
hypothesis is rejected. In this study, the computed p-value, which is 0.000028 is
less than the significance level, which is 0.05 (p<0,05). Thus, the researchers
conclude that there is a significant difference between the score of the
participants who had been exposed to visual aids and without visual aids.

Associating ideas with memorable visuals is one of the most effective

methods to make sure that students retain information. Visuals direct attention
and aid in making sense of what is being discussed for students, which increases
the likelihood that they will retain the information. A study by Patesan et al.,
(2018) found out that the use of visual aids in English-language helped students
to build vocabulary; students were able to speak, to listen and improve their
writing skills as well as to be creative in thinking. The human brain relies on
visual information to preserve long-term memory. In humans, the hippocampus
performs an additional function by looking at experience, time, and place. This
unique combination allows them to have what are called episodic memories
(Bunce,2020). The brain has a variety of cognitive maps, and cognitive map
management uses decision-making theory to determine the shortest route
between a source and a desired destination. Additionally, information that
conveys material in a visual form increases memory recall more than text-based
information due to the fact that visuals enable people to interpret the content and
direct attention, which increases the possibilities that the learners will remember
(Gutierrez, 2014), while retention increases dramatically when using visual aids.
Not only do visual aids facilitate learners' chances of identifying the lesson
objectives, goals, and functions, but they also help us better recognize and
remember information (Kouyoumdjian, 2012).
 References

Bunce, B. (2020). Cognitive Maps – The Science Behind Our Brain’s Internal
Mapping and Navigation System. Retrieved from
https://gis.utah.gov/cognitive-maps.

Gutierrez, K. (2014). Studies confirm the power of visuals in learning. Retrieved

from https://www.shiftelearning.cm/blog/bid/350326/studies-confirm-the-
power-of-visuals-in-learning.

Kouyoumdijian, H. (2012). Learning through visuals. Retrieved from

https://www.psychologytoday.com/us/blog/get-psyched/201207/learning-
through-visuals.

Patesan, M., Balagiu, A., & Albec, C. (2018). Visual aids in language education.
International Conference Knowledge-Based Organization, 14(2), 359-360.