PERCEIVED EFFECTS OF COMPREHENSION

LEVEL FROM VISUAL AIDS OF SENIOR

HIGH-SCHOOL STUDENTS AT
FEU-ALABANG

Presented to

Ms. Arliz Lizarda-Serrano

by

Malit, Cayle Jen L.

Mabuti, Kyle Renard R.

Matubis, Shan Patrick O.

Masaya, Richard Noel P.

Cahanap, Alfred John C.

Samonte, Gabriel

A thesis submitted in partial fulfillment of the requirements for

the degree of Bachelor of Education

Far Eastern University — Alabang

April 2020
TABLE OF CONTENTS

CHAPTER 1: The Problem and its Background 2

Introduction 2

Background to the problem 3

Statement of the Problem 3

Hypothesis 3

Significance of the Study 3

Scope and Limitations 3

Conceptual Framework 4

Theoretical Framework 5

CHAPTER 2: Review of Related Literature and Studies 6

CHAPTER 3: Methodology 8

Sources of Data 8

Data Gathering Procedure 8

CHAPTER 4: Presentation, Analysis and Interpretation of Data 9

CHAPTER 5: Summary of Findings, Conclusion, and Recommendations 11

CHAPTER 6: Bibliography, Appendix and Acknowledgements 12

Appendix 12

Bibliography 14

Acknowledgements 15
 CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

Usual of visual learning aids on teaching has proved to be effective in the learning outcomes. Visual aids

are an effective way to help your reader to retain a better understanding of information because it holds

attention, help concentration and aid retention. Learning how to create effective visuals that resonate with

the audience is important for a quality presentation. It also adds interest and variety and break up

information into smaller section. In addition, using graphs, tables and charts is an easiest way to display a

lot of data or information. This study sought to examine whether use or non-use of visual learning aids

was the sole cause of performance differential in every senior high-school students in FEU Alabang.

Understanding basic principles of how visual information is processed alone Incorporating visuals into

the speech that complement words rather than stand in place of them or distract from them, Chapter one

introduces the construct of the study including the problem statement, hypothesis, significance of the

study, conceptual and theoretical framework.

Background to the Problem

Visual Instructional aids are being used in varying degrees at all levels of foreign language

instruction. Visual aids are intertwined with virtually all facets of the teaching-learning process,

and practicing teachers are often led to believe that” the more visuals the better” is a sound

strategy. While there are probably some intuitive reasons for using visuals in various

instructional tasks, empirical support for promoting the widespread use of visual aids in

language teaching is virtually nonexistent. Omaggio contends, moreover, that “we know
practically nothing about how student benefit (if they do) from visual materials.” In 1970

Jarvis:” The nature of optimal visual support and identification if its appropriate role in the

instructional strategy remains a matter in need of considerable research.” Unfortunately, the

research which should have addressed this problem has not emerged. In Fact, from a recent

review of more that 300 foreign language-related studies undertaken since 1970, Freehette

concluded, ” little notice seems to have been given to visual materials…” Despite a dearth of

information to guide the use of visual aids, foreign language teachers use these tool daily. One

must wonder, however, on what basis decisions regarding the selection and employment of

visual aids are made. While experience, intuition, publishers’ suggestions, and availability of

the materials are important factors in selecting and using visual support, these factors seem to

circumvent the basic question: How and to what degree does visual support enhance learning?

This question can be most effectively addressed through carefully conducted studies.

Statement of the Problem

It is known that visual aids are one of the importance teaching equipment essential during teaching.

Visual aids have impacts on students academic performance. Visual aids may provide the chance to learn

visually and easy for us human being. Students find it easy to grasp the knowledge when visual learning

aids are used. During teaching with models and visual aids, students effort to identify it, or recognize its

functions and try to have its interpretation, Visual aids are those instructional devices which are used in

the classroom to encourage learning and make it easier and interesting. The material like charts, maps

,models, film strip, projectors radio, television etc called instructional aids.(Rather,2004), Mathew and

Alidmat (2013) concluded that aids are often viewed to be an inspiration and provide motivation in

classroom instruction and that effective use of audio-visual aids substitutes monotonous learning
environments. This may cause barriers to teaching and learning process and directly affects the learning

outcomes. So following are the main question of this research,

 What is the differences between the comprehension level of senior high-school students that uses

visual aids and without visual aids?

 Are there variances of views and use about visual aids in every senior high-school students at
FEU Alabang?

Hypothesis

This research explores the students opinions on the use of visual aids as a motivational tool in enhancing

students’ attention in reading literary texts.

Significance of the Study

Visual aids or (visual communication) are being used in contrasting degrees at all levels of foreign

language instruction. Visual aids are associated with virtually all facets of the teaching-learning process,

as well as practicing of teachers are often led to believe that “reasons for using visuals the better” is a

sound strategy; while there are probably some intuitive reasons for using the visuals in instructional tasks,

empirical support for promoting the widespread use of visual aids in language teaching is virtually non-

existent. Seeing images of what's being taught is a powerful way to build student engagement and boost

retention. Not only do they provide supplementary information to students, but the visual aids show

images that allow them to connect a topic to what it looks like. Further, visual aids can promote deeper

thinking and build overall critical thinking skills. bringing a visual aid into your classroom opens up a

whole new realm of educational opportunities. Showing an image can boost their understanding of a

topic. It builds the students interests and engagement by showing students visual images such as maps,

charts, graphs, and also photographs about a particular topic. There is only so much information a teacher

can give students orally. Using visual aids greatly expands what kinds of information a teacher can pass

on to her students. In an ever-increasing technological world, schools must be prepared to help students

learn how to use technology. Visual aids can help accomplish that goal. Many classrooms are installing
interactive whiteboards, which show images, charts, and graphs, but also allow students to move things

around and touch items to learn more. PowerPoint presentations are a computer-generated visual aid that

allows teachers to show photographs and other images to enhance a topic. Students can also use

PowerPoint technology to prepare reports and presentations to share in class. Teachers can also bring on

the Internet by showing video clips and pictures to enhance classroom instruction.

Scope and Limitations

The researchers conducted the study at Far Eastern University Alabang, Corporate Woods cor. South

Corporate Avenue, Woods District Filinvest City, Alabang, Muntinlupa City and in the researchers’

respective homes for further examination, testing, and accumulation of data and has to complete their

research work within a short period of time.

Conceptual Framework

According to the conceptual framework The study will help young academicians in the field of

education by finding research gaps by conducting more researches in field of education. Also the
study will help the teachers understand and so plan in advance in relation to the provision of

visual learning aids in public secondary schools. The study will increase awareness of the

magnitudes of the problem by showing suggestions on how to improve visual learning aids in public

Secondary Schools.

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present the previous study which the research reviewed since they bearings study. It includes

the literature, definition and the variables use to this study The use of visual aid a motivation tool to

enhancing student skills (Rather, 2004) tool visual aid are the tool the help make the lesson clearer and

easy to understand for the student visual aid distribute the student or the learner with the true skills and

knowledge which definition devotions and help to understand easily . They demand to the mind through

the visual auditory senses .when we use visual aids it is one of the aspect that include the participation of

every one of the student .And also visual aid include body movement strength Thomas Edison said many

of the failure are people who did not realize how it close they where to success when they give up

(Mohanty, 2001) visual aid give chance to the speaker to make more professional and consistent

performance (kumara, 2006) visual aid device present unit knowledge through auditory of visual stimuli

both with a view to learning (Agun et al;1977) Examples of learning resources include visual aids, audio

aids, real objects and many others. Visual aids are designated materials that may be locally made or

commercially produced television and radio program provide another useful learning resource films

likewise are a general teaching and learning resource. Learning can happen as an outcome of skills

,principle, perception, knowledge fact and new information at hand (Adeyanju,1997). (Kishore, 2003)

visual aid stimulated thinking and cognize. also Visual aid encourage the body movement and any

strengthen to control (Jain,2004)the foundation of all learning consists in representing clearly to the

senses and sensible objects so they can be appreciated easily (Singh, 2005). (Benoit, N.D.). Thus, the use

of visual, auditory senses helps the individual to learn through the availability of knowledge which is

made clearer with the help of visual aids. The main aim of teaching is that the students can retain
maximum information. It is possible if the process is supported by the visual aids depending upon the

level and the capacity of the audience which in this case are the student (Benoit, N.B) Burrow also

highlighted the usage of visual aids that with the help of this technique the language barrier problem

could be avoided for the reason that the images have no language and the problem occurring from being

unable to understand that what the teacher is saying could be resolved through this technique. Sometimes

the teacher’s accent is un-understandable by the students, and the problem is with the teaching style or the

differences in the culture. However, if this issue is solved by using the visual aids along with the lecture,

there are 75% of chances that the students will be able to understand then better before.

CHAPTER 3: METHODOLOGY
Acknowledgements

Deepest appreciation to the Lord for the favor He has given the

Researchers in completing this Thesis.

Likewise, they gladly proffer their appreciation and gratitude to the following:

Their Parents who supported them financially and gave them support until

the very end of their project;

Miss Arliz Lizardo- Serrano, who helped with their papers and helped

them throughout their Thesis; and

Their friends for making the project worthwhile, and also for being there

through the ease and difficulties during the Thesis.