EFFECTIVENESS OF AUDIO-VISUAL INSTRUCTIONAL

MATERIALS IN ENHANCING GRADE 12 HUMSS STUDENTS AT

LAGUNA STATE POLYTECHNIC UNIVERSITY LOS BAÑOS
CAMPUS

Authors:

John Rickson Alviar

Jeremy Manese

Kiana Lariz M. Tandang

 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION

The use of audio-visual instructional materials in educational settings has

gained significant attention in recent years. The term ‘audio-visual’ refers to the

combination of audio, video, and digital technologies, which are becoming

increasingly prevalent in today’s society due to its ability to provide new and

unique learning experiences (Kishore,2003). These learning aids, such as

videos, images, and multimedia presentations, aim to enhance the learning

process by providing visual and auditory stimuli that engage students’ multiple

senses.

In the field of social studies, the use of audio-visual instructional materials

has the potential to greatly impact students’ understanding and retention of the

subject matter. By incorporating documentaries, historical films, and interactive

presentations, educators can provide concrete examples, real-life scenarios, and

visual representations of abstract ideas. This helps students develop a deeper

understanding of social studies concepts.

Audio-visual instructional materials also enhance memory and information

recall by presenting information in visual and auditory formats (Ashikuzzaman,

2015). It can make the learning process more memorable and engaging, leading

to improved retention of information. However, the effectiveness of these aids

can vary depending on factors such as the quality and relevance of the materials

used, teacher guidance and facilitation, and individual student preferences.

 Therefore, the purpose of this research is to investigate the effectiveness

of audio-visual aids in enhancing students’ learning process in social studies.

Specifically, this research aims to examine the effectiveness of audio-visual aids

on students’ motivation, comprehension, and retention of social studies content.

Motivation plays a crucial role in learning, as it is closely linked to

students’ engagement and willingness to learn. By utilizing audio-visual

materials, educators can capture students’ attention and create a positive

learning environment, thus enhancing their motivation to learn social studies.

In addition to motivation, this research will also explore the impact of

audio-visual instructional materials on students’ comprehension of social studies

content. Visual and auditory stimuli provided by these materials can help

students grasp complex concepts and ideas more easily. The use of images,

videos, and other multimedia resources can make abstract concepts more

tangible and relatable, leading to better understanding and comprehension of

social studies topics.

Furthermore, this research will examine the effectiveness of audio-visual

aids on students’ retention of social studies content. Studies have shown that

incorporating visual and auditory elements into the learning process can improve

long-term memory recall. By presenting information in multiple formats, audio-

visual aids can facilitate students’ encoding and retrieval of social studies

knowledge, leading to improved retention and recall of the subject matter.

 Thus, this research intents to provide valuable insights into the benefits

and limitations of using audio-visual aids in social studies instruction. By

understanding the impact of these materials on students’ motivation,

comprehension, and retention, educators can make informed decisions about

incorporating audio-visual aids into their teaching practices. This research can

also help identify best practices for using audio-visual aids and optimize student

learning outcomes in social studies.

In conclusion, this study aims to investigate the effectiveness of audio-

visual instructional materials in these areas, providing valuable insights for

educators to optimize their teaching practices and improve student learning

outcomes.

BACKROUND OF THE STUDY

The use of audio-visual instructional material has become increasingly

prevalent in educational settings, including the field of humanities and social

sciences. Audio-visual aids refer to any teaching materials that engage students

through both visual and auditory stimuli, such as videos, presentations,

multimedia, and interactive learning tools. These aids aim to enhance the

learning experience by providing a dynamic and engaging platform for students

to acquire knowledge and understanding.

The study aims to investigate the importance and effectiveness of

audiovisual materials, particularly visual aids, in enhancing students’

understanding and engagement in social sciences, with a specific emphasis on

explaining and demonstrating historical events. The research will utilize a data

collection method that involves administering quizzes or short assessments at

the end of the lesson.

To support the significance of audiovisual materials in humanities and

social sciences education, previous research studies have provided evidence of

their effectiveness. For instance, Pangilinan (2020) study states that through a

pretest-posttest design, the findings indicated that the use of audiovisual

materials significantly enhanced students’ learning outcomes, improving their

comprehension and retention of social studies content.

In addition to the research, there are also laws and regulations that

recognize the importance of utilizing visual aids in education. The Individuals with

Disabilities Education Act (IDEA), a federal law ensuring free appropriate public

education for eligible children with disabilities, supports the use of assistive

technology devices and services, including visual aids. Section 300.105 of the

IDEA Regulations specifically emphasizes the importance of providing assistive

technology, such as visual aids, to students if required as part of their special

education or related services.

These laws and regulations highlight the recognition of the importance of

visual aids and assistive technology in supporting the educational needs of

students, including those with disabilities. They ensure that students have access

to the necessary tools and resources, including visual aids, to enhance their

learning experience.
 In the realm of education in the Philippines, students often face challenges

in comprehending complex subjects and connecting lessons to the real world.

However, educators have begun harnessing the power of visual aids and

audiovisual materials in the classroom to address these challenges. By

integrating technology and audiovisual resources, students become more

engaged and focused on their lessons. They develop a deeper understanding

and comprehension of the subject matter, making connections and realizations

that were previously elusive.

Within the specific context of Laguna State Polytechnic University – Los

Baños Campus, the integration of audiovisual aids in the Grade 12 Humanities

and Social Sciences strand has the potential to significantly enhance student

participation during class discussions. By leveraging the power of visual and

auditory elements, students actively engage with the subject matter, fostering a

deeper understanding of laws, politics, history, and economics. This research

aims to shed light on the positive impact of audiovisual resources on student

engagement and learning outcomes.

The use of audio-visual aids can promote critical thinking and analytical

skills among students. By presenting information in different formats and

perspectives, audio-visual aids encourage students to think critically, analyze

data, and evaluate evidence. This can foster higher-order thinking skills and

promote a more comprehensive understanding of the subject matter.

 Moreover, the study on the effectiveness of audio-visual instructional

material in enhancing students of humanities and social sciences is significant as

it explores the potential benefits of integrating these tools into the classroom.

Building upon this existing body of research and the supportive legal

framework, the present study aims to further investigate the effectiveness of

audiovisual materials in explaining historical events and demonstrating economic

concepts in social studies education.

THEORETICAL FRAMEWORK

According to (Richards and Richard, 2010), audio-visual media is an audio

or visual device used by a teacher to help learning. And the media that are

included as audio-visual media are film, television, and video. According to

(Matthew and Ali, 2013), activities related to listening and speaking skills require

audio-visual aids. It is the responsibility of the teacher to use audio-visual aids to

make the teaching-learning process effective.

And further in their journal, they opined that teaching students how to use

technology (audio-visual aids) as a tool help their learning. One kind of audio

visual media is video. Video, a kind of multimedia material, consists of verbal and

nonverbal presentations displaying simultaneous images, narration and, on-

screen text (Mayer, 2012). Comparing video with traditional English teaching

materials such as paper - printed textbooks and listening dominant materials, it

can be found that animation and picture-like dynamic images represent the

essential difference between video and traditional English materials.

(Harmer, 2017) explained that using video can be much richer than using

audio. Video doesn’t only produce sound but also produce moving picture;

speaker can be seen, their body movements give clues as to meaning; so do

their clothes they wear, their location, etc. background information can be filled in

visually. From a learning perspective, video so far has been examined to see

whether it can improve learning.

The research on video yields mixed and contradictory results, with actual

effects of video ranking from highly beneficial to detrimental to learning. There

are some impacts that (Awasthi, 2014) explained in his journal. According to him,

audio visual makes impacts in making learning process easy and permanent,

adds the student’s creativity, more involvement of students in classroom, and it is

healthy relation with environment.

(Awasthi, 2014) clarified the simple steps to make teaching more

beneficial to students in using audio-visual media. Studying the background

Before selecting the right Audio Visual aid teacher should study the background

of learners and their behaviors. Testing the intelligence level through observation

Teacher should minutely observe the intelligence level of students. Recognizing

need of the students.

Before taking the decision to make use of any media that will be used, the

teacher must recognize the need of students because learning is only effective
when it is pupil centric. Analyzing resources and self-ability. Teacher should make

decision of using media after analyzing the resources available and whether he is

able enough to use particular media successfully and effectively feedback

mechanism.

Teacher should try to get feedback response from students whether audio

visual aids used have positive effect on their learning or not. The Nature of

Student’s Listening Skills Listening is one of English skills that holds strong role

in building good English comprehension. According to (Richards and Smith,

2010) listening is the process of understanding speech in a first or second

language. (Saricoban,2012) stated that listening is the ability to identify and

understand what others are saying.

For learners, listening is how spoken language becomes input., it is the

first stage of learning a new language. In the classroom, this happens by

listening to the teacher, a CD, a video, or other learners. It is the process of

interpreting messages.To listen successfully to spoken language, we need to be

able to work out what 12 speakers mean when they use particular words in

particular ways on particular occasions, and not simply to understand the words

themselves.

(Richard & Rubin, 2017) said that listening did not only comprehend the

utterances of speakers, but also understood visual aspect in activities of listening

comprehension. Based on those explanations, listening was a process included

activity of listening sound of language and visual aspect, identify, interpret, value,
and do reaction for the content of meaning. This term was used as the

fundamental in development of active integrative listening learning model.

(Rubin, 2015) said that listening is conceived of as an active process in

which listeners select and interpret information which comes auditory and visual

clues in order to define what is going on and what the speakers are trying to

express. Rubin completes her definition by saying that active means listeners get

information (from visual and auditory clues) and relate this information to what

they know. Select means that in the process of making sense of the input,

listeners use only part of the incoming information. Interpret means that in trying

to make sense of the input, the listener uses their background knowledge as well

as the new information of what is going on and to figure out what speakers

intend.

Listening is a skill that is rarely taught. In school, students are taught

speaking, reading, and writing skills, but, in general ,there are a few courses

devoted to the subject of listening. Moreover, most people are so engrossed in

talking or thinking about what they are about to say next that they miss out on

many wonderful opportunities to learn about new concepts, ideas and culture.

There are three main reasons to support the importance of listening in foreign

language learning.

First, a new language learner should learn listening at the initial stage of

language learning in the same manner as a child learns a mother language

(Buck, 2001). This is because listening is a skill developed in the very beginning

of a child's learning of language. Listening is a natural process in acquiring a new

language. According to (Underwood, 2019), a child receives a large amount of

verbal input through listening prior to developing speaking, writing and reading

skills.

These skills are developed later as the child matures. Second, listening

can enhance speaking skill. Spoken language provides a means of interaction for

the leaner. Furthermore, a learner’s failure to understand the language they hear

is an incentive, not a barrier, to interaction and learning. Therefore, it is

necessary to develop listening skill in the initial stage of learning in order to

become a good speaker. Finally, listening exercises help to draw a learner's

attention to new forms in the language i.e. vocabulary, grammar and interaction

patterns.

Thus, listening comprehension provides the right conditions for language

acquisition and the development of other language skills (Krashen, 2019). 14

(Richards, 2008) introduced two kinds of processes in listening, they are Top

down and bottom up processing. Top down processing refers to the use of

background knowledge in understanding the meaning of a message. Whereas

bottom up processing start from language to meaning, top-down processing goes

from meaning to language.

The background knowledge required for top-down processing may be

previous knowledge about the topic, situational or contextual knowledge, or

knowledge in the form of “schemata” or “scripts” plans about the overall structure

of events and the relationships between them. Listening is a skill, which is not

only related to distinct process of hearing which involves merely perceiving

sound in a passive way only, but in a broader sense listening occupies an active

and immediate analysis of the streams of sounds with various strand of meaning.

According to (Harmer’s, 2017), in listening courses students need to be able to

recognize paralinguistic clues such as intonation in order to understand mood

and meaning.

CONCEPTUAL FRAMEWORK

In the modern educational landscape, there is growing recognition of the value of

audio-visual instructional materials in improving student learning. In the

Humanities and Social Sciences field, where critical thinking and understanding

play a vital role, the integration of audio-visual materials has the potential to

actively engage students and enhance their grasp of intricate concepts. This

study seeks to investigate the Impact of audio-visual materials on students’

learning and academic performance in order to assess their effectiveness.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Students’ Understanding and Learning

Audio Visual Instructional Materials Process
STATEMENT OF THE PROBLEM

This study aims to determine the effectiveness of audio-visual instructional

materials in enhancing the knowledge and understanding of Grade 12 HUMSS

students of Laguna State Polytechnic University Los Baños Campus in Social

Sciences. Specifically, the researchers sought to answer the following questions:

1. What are the pretest mean scores of the student respondents?

2. What are the posttest mean scores of the student respondents?

3. Is there a significant difference between the pretest and posttest mean

scores of the students?

HYPOTHESIS

Null Hypothesis (Ho): There is no significant difference in the

understanding and engagement of Grade 12 HUMMS students in Laguna State
Polytechnic University when audiovisual instructional materials are used in social
sciences instruction.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on the effectiveness of audio-visual instructional

materials in enhancing students’ understanding and knowledge in social
sciences, specifically in the Grade 12 students of Laguna State Polytechnic
University Los Baños Campus who are currently enrolled in the Humanities and
Social Sciences (HUMSS) program.

The researchers will conduct surveys and gather information from these
students as the main respondents. The researchers aim to assess the impact of
audio-visual instructional materials on their learning experience, and by gathering
data from these students, they want to determine if the use of audio-visual
materials can improve their understanding of social sciences topics and increase
their engagement in the subject.

SIGNIFICANCE OF THE STUDY

The study on the effectiveness of audiovisual instructional material has

important consequences for students’ learning and overall educational

experience. This is beneficial to students as audiovisual aids provide a dynamic

and participatory approach to learning, significantly increasing student

engagement and motivation. By adding audio-visual aids, students are exposed

to a multi-sensory learning environment that accommodates various learning

styles and preferences. This can lead to increased comprehension, information

retention, and critical thinking abilities. Furthermore, the use of audio-visual aids

can make learning more pleasurable and memorable, creating a positive attitude

toward education and encouraging life-long learning.

Audio-visual aids also benefit teachers by helping them communicate

information more effectively, providing a visual and auditory context to their

lessons. Visual aids ensure that the message is clear, reducing the likelihood of

misunderstandings. This is beneficial to teachers as they can enhance their

instructional delivery and facilitate better understanding among students.

For parents, the study of the effectiveness of audio-visual instructional

material in improving students’ humanities and social science skills is very

important. As active participants in their children's education, parents are

constantly looking for ways to enhance their children’s learning and academic

performance. Understanding the influence of audio-visual aids can help parents

make educated decisions about the educational tools they provide at home.

Recognizing the benefits of audio-visual educational material allows parents to

actively support its use and enhance their children’s learning experiences,

thereby improving their academic achievement.

The study on the effectiveness of audio-visual instructional material also

holds importance for future researchers in the field of education. It provides a

foundation for further exploration and investigation into the impact of different

teaching strategies and resources. Future researchers can build upon the

findings of this study to delve deeper into specific aspects of audio-visual aids,

such as the optimal use of technology, the design of instructional materials, and

the effectiveness of different multimedia elements. This study can serve as a

springboard for future research endeavors, contributing to the advancement of

educational practices and the development of innovative teaching methods.

In addition, audio-visual aids benefit the community by enhancing

communication through a multi-sensory experience. Visuals and sound together

can convey messages more effectively than text alone. Videos, presentations,

and graphics can make information more accessible and engaging for a diverse

community audience. This promotes effective knowledge dissemination and

understanding within the community.

Overall, the study on the usefulness of audiovisual instructional material

has far-reaching implications for students, teachers, parents, future researchers,

and the community at large. It enhances learning experiences, improves

instructional delivery, supports parental involvement, advances educational

practices, and facilitates effective communication within the community.

DEFINITION OF TERMS

To avoid readers in misunderstanding words of the present study the

following terms are clearly ready to use in study.

Audiovisual

The integration of visual and auditory elements to convey information or

enhance communication

Involves the use of both sight and sound, such as slides, videos, recorded

speech, or music.

Engage

Describes the act of capturing and maintaining someone's interest,

attention, or involvement in a specific activity or topic

Involves occupying, attracting, or involving someone's interest or

attention.

Gather

The process of collecting or bringing together people, information, or

objects for a specific purpose.

Involves coming together, assembling, or accumulating individuals, data,

or items.
Instruments

Tools, devices, or equipment used for specific tasks or measurements,

often in scientific, technical, or artistic contexts.

Describes tools or implements, especially those used for delicate or

scientific work.

Learners

Individuals who are actively acquiring knowledge, skills, or understanding

in a particular subject or field.

Describes individuals who are in the process of learning a subject or skill.

Learning Materials

Refers to resources, materials, or tools designed to facilitate learning,

provide information, or support educational activities.

Encompasses all the resources that teachers use to facilitate learning for

their students.
Media

Various forms of communication channels or platforms, including print,

broadcast, or digital media, used for information dissemination, entertainment, or

communication to a wide audience.

Describes the main means of mass communication, such as broadcasting,

publishing, and the internet, considered collectively.

Questionnaire

A structured set of questions designed to gather specific information or

opinions from individuals for research, assessment, or survey purposes.

A set of printed or written questions with multiple-choice answers, created

for surveys or statistical studies.

Teaching

The process of imparting knowledge, skills, or information to others,

typically in an educational or instructional setting

Describes the ideas or principles taught by an authority figure.

Test

An assessment method used to measure knowledge, skills, or understanding in a

specific subject or field, often through formal examination or evaluation.

 A procedure intended to establish the quality, performance, or reliability of

something, especially before it is widely used.

Please note that the paraphrased meanings provided are intended to capture the

essence of the terms and may vary based on the specific context or field of

study.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature plays a crucial role in understanding the

effectiveness of audiovisual instructional materials in social studies education.

The aim of this literature review is to examine the effectiveness of audiovisual

aids in teaching, with a specific focus on studies conducted in the Philippines.

The use of audiovisual aids has gained significant attention in educational

settings, as they have the potential to enhance student engagement,

comprehension, and retention of information.

REVIEW OF RELATED LITERATURE

Based on Al Mamun (2014), using audiovisual aids in the classroom can

make language teaching more engaging and interesting for students. The

incorporation of different visuals helps to add variety to the teaching process and

captures the attention of students towards the lessons. For instance, when

language teachers utilize various pictures related to the lesson, it creates a lively

environment and helps students develop a better understanding of the topic.

Having visual aids in front of students enhances their comprehension of the

lesson. This aligns with Gardner’s (1983) theory of multiple intelligences, which

suggests that learners have different preferences in how they process

information. Some students learn more effectively through visual stimuli, while

others may prefer auditory or other modes of learning.

 According to Kuok Ho and Intal (2017), the study titled “Effectiveness of

Audio Visual Aids in Teaching Lower Secondary Science in a Rural Secondary

School” demonstrates that the use of audio-visual aids effectively enhances

students’ understanding of the topic of reproduction in a rural school In Miri. This

is evident from the improved marks obtained in the post-assessment. The

presence of audio-visual aids captured the attention of students, leading to

increased attentiveness during the lessons. Additionally, a majority of students

expressed agreement that the utilization of audio-visual aids heightened their

interest in learning and improved their ability to comprehend and retain the

content.

According to Lapada (2017), titled “Audio-visual Aided Instruction in

Science Among High School Students in the Philippines,” which explored the

impact of audiovisual aids on teaching Science to Grade 8 students. The

research findings indicated that the use of audiovisual aids significantly improved

students’ understanding and retention of scientific concepts. The study concluded

that incorporating audiovisual aids in science instruction can enhance student

engagement and learning outcomes.

According to Torrano (2019), English and Filipino teachers found audio-

video materials to be effective in teaching literature to students. The proper

selection of these materials is crucial as students heavily rely on them. Educative

videos are used by both teachers and students to learn, compare, and

understand ideas from the stories being discussed. The use of audio-video

recordings has been proven to enhance classroom processes and improve

student learning in Philippine literature. Therefore, educators are encouraged to

incorporate the use of audio-video recordings in their teaching practices.

In addition, based on the study conducted by Pangilinan (2020), the

findings indicate that the use of audio-visual method of teaching (AVMT) resulted

in a significant improvement in the performance of students in the experimental

group. The t-test analysis of posttest scores difference further supported the

conclusion that AVMT is a more effective instructional approach in teaching

Social Studies compared to the traditional teaching method. Additionally, the

study revealed that the use of AVMT led to a reduced deviation of scores among

students, which is a significant breakthrough in minimizing extreme performance

variations in the classroom. Overall, the research highlights the positive impact of

incorporating audio-visual methods in teaching and its potential to enhance

student learning outcomes.

Zhyrun (2020) stated that with the development of science and

technology, second language listening teaching is changing from traditional audio

teaching to audio-visual teaching, and academic circles have become more and

more concerned with related research in the use of audio-visuals .

According to Campbell ( 2018) , audio-visual input activates both visual

and auditory perceptions while audio input only activates auditory perception

and hence, audio-visual input can be considered as a kind of multi-modal input,

which is mainly manifested in the form of image (dynamic), sound, and subtitles,

and embodies three meta-functions of image, text, and action. Relevant studies
have shown that the efficiency of obtaining information through the combination

of audio and visuals is far more effective than through either one of the inputs on

its own, and that the information is more durable in the memory .Obviously, the

distinction between just listening and listening comprehension is important as

listening can be an ability to listen without any interpretation and response while

listening comprehension involves the complex process of the brain's selection

and processing of information. In this complex listening comprehension process,

there are some external factors that interfere in or promote listening

comprehension, such as the use of the two different input forms of audio and

video.

Based on the research of Wang (2014), the importance of examining the

effects of audio and visual input, both as a single input and when combined, is

due to the increased use of modern technology in the classroom and for varied

educational purposes. With the aid of multimedia technology, some large-scale

tests, such as TOEFL's iBT including national based examinations such as

China's CET-4 and CET-6 internet-based tests, began to use audiovisual input

materials such as pictures or videos. As early as the 1990s, a large number of

multimedia materials were used in second/foreign language classrooms, and

researchers began to explore the impact of visual teaching materials on learning

and learners' psychological cognitive factors. Since then, there has been

increasing interest in the use of audiovisual input in listening tests. Research

related to this has developed for more than 20 years. However, there is still no

conclusive among the findings, especially with respect to how audio-visual input
affects second language learning and what elements of this input educators

should pay attention to.

In empirical research exploring the impact of combined audio and visual

materials and audio-only materials on listening comprehension, scholars have

made significant findings. Some researchers suggest that compared to audio-

only materials with the same content, the Integration of audio and visual

elements can reduce the difficulty of listening. Zhyrun (2016) have specifically

highlighted this effect.

Hu and Zhang (2013) conducted empirical research involving Chinese-

speaking students and found that a multimodal approach combining audio and

video with English subtitles had the greatest Impact on promoting listening

content comprehension, followed by audio and video with Chinese subtitles, and

audio and video without subtitles. On the other hand, audio-only materials had

the least effect

The theoretical basis of L2 audio-visual multimodal input mainly includes

the Input Hypothesis (Gregg and Krashen, 2016). Based on this study, it

attempts to retrieve and sort out the related research results of L2 audio-visual

multimodal input, and then make a systematic literature review on this basis

focusing on audio-visual materials in listening comprehension. As will be

discussed in the next section, much research on audio-visual input in language

learning conducted prior to the last decade have focused on two central
concerns. The research on the influence of audio-visual multimodal input on

second language acquisitions.

REVIEW OF RELATED STUDIES

In the context of Grade 12 education, specifically in the Humanities and

Social Sciences field, there has been growing interest in utilizing audiovisual

instructional materials to improve students’ learning journeys. The purpose of this

review is to investigate the current body of research and studies that examines

the effectiveness of audiovisual aids in this particular setting. The aim is to gain a

deeper understanding of how these resources can positively impact students’

educational experiences.

In a study conducted by Zsigmond (2015), the researcher tested four

reading strategies in fourth and seventh graders to improve comprehension of

expository texts. The results showed that using metacognitive strategies

significantly improved reading comprehension, especially when the texts were

rewritten to facilitate comprehension. This study highlights the importance of

using specific strategies to enhance reading comprehension.

Moreover, Azizifar et al (2015) examined the effect of pre-reading activities

on reading comprehension in Iranian high school students. The study found that

pre-reading activities, such as asking pre-reading questions, significantly

improved students’ reading comprehension abilities. The study suggests that

selecting texts that are of interest to students and investing time in implementing

pre-reading activities can help improve reading comprehension.

 Furthermore, Majidi & Aydinlu (2016) investigated the effect of using

contextual visual aids on students’ reading comprehension. The study found that

using visual aids, particularly pre-thematic visual aids, significantly improved

reading comprehension. This research suggests that visual aids can be a useful

tool for enhancing reading comprehension, especially for low-proficiency

students.

Likewise, Pan & Pan (2019) examined the impact of pictures on reading

comprehension for low proficiency students. The study found that the presence

of pictures helped improve reading comprehension, particularly when the pictures

were integrated with the text and focused on low-level structures. The study

suggests that text-picture integration can enhance understanding of the whole

text and improve reading comprehension.

As well as Riska et al (2014) explored the use of video movies to improve

reading comprehension skills. The study found that using video movies

enhanced students’ understanding of narrative texts and improved their reading

comprehension. The study suggests that incorporating multimedia materials,

such as video movies, can be an effective way to engage students and improve

reading comprehension.

Lastly, Saeed & Zyngier (2013) investigated the impact of motivation on

student engagement. The study found that a combination of intrinsic and extrinsic

motivation, influenced by teacher emotional engagement, promoted academic

success. The study highlights the importance of using both types of motivation to

foster student engagement and improve academic performance.

 Audio-visual aids arouse the interest of learners and help teachers in

explaining the concepts easily and effectively. Lestage (2019) pointed out that

technology can never replace the human mind, but it can help expand it. It is duty

of the teachers that use audio-visual aids relevant to the lesson and students;

wrong use and selection of the teaching aids will be the wastage of time and

energy for nothing.

Mathew (2018) stated that it is the responsibility of the teacher to use

audio-visual aids to make the teaching-learning process effective. Shamsideen

(2016) teaching and learning activities are interesting when audio-visual

materials are used effectively and efficiently in a classroom-teaching situation. It

is universal fact that children learn best by observing and copying the behaviors

of adults. Sunder (2010) stated that leaning is more effective when sensory

experiences are stimulated.

Teaching aids stimulate the behaviors of the students towards learning.

The learning experience is made quite relevant, effective and meaningful by

these aids as these motivate the child’s learning by arousing his interest in a

number of ways. Dike (1989) found that audio-visual aids add clarity to the topic

taught and make learning more interesting.

Pandit (2019) audio-visual aids provide a rich variety of sensory

experience to amplify and reinforce the concepts that have been presented in a

textbook and develop teaching skills.

 Sunder (2020) stated that teaching aids strengthen teaching skill, attract

and retained learner’s interest and attention and make teaching learning process

more interactive and knowledge centered. So, keeping in the mind views of

different scholars there is keen need and importance of teaching aids to make

the teaching –learning process result-oriented, easy, effective and interesting for

both teachers and students; the present investigation is an attempt to ascertain

the effectiveness of audio-visual aids in teaching-learning process.

 CHAPTER 3
RESEARCH METHODOLOGY
This chapter reveals the methods of research to be employed by the

researcher in conducting the study which includes the research design,

population of the study, research instrument and its development establishing

its validity and reliability, data gathering procedures, and the appropriate

statistical treatment of data.

RESEARCH DESIGN

This study, the effectiveness of audiovisual instructional materials in

enhancing students’ learning outcomes will be investigated. The research

approach employed is quantitative, involving the collection of numerical data and

the use of statistical analysis. An quasi-experimental design will be utilized to

assess the impact of the audiovisual materials. This design allows for a

comparison of student performance before and after exposure to the audiovisual

materials, enabling the determination of any positive influence on their learning

outcomes. The findings aim to provide valuable insights into how these materials

can enhance student learning in Humanities and Social Sciences.

RESPONDENTS OF THE STUDY

The respondents of this study will be Grade 12 Senior High School

students from Laguna State Polytechnic University Los Baños Campus who are

taking the Humanities and Social Sciences (HUMSS) program.

The researchers will utilize purposive sampling, a method in which they

will exercise their judgment to select the participants for the study. The focus of
the selection will be on students from one particular section, comprising

students.

The researchers will use a t-test (pre and post) to analyze the data

collected from the participants who were chosen based on the objectives of the

study. This type of sampling was chosen because it allows for quick selection of a

targeted sample, without the need to ensure proportional representation.

RESEARCH INSTRUMENT

The research instrument that will be utilized in this study is a questionnaire

designed to collect data on the impact of audiovisual instructional materials on

students’ learning outcomes. The instrument will undergo rigorous validation to

ensure its reliability and validity, aligning with the objectives and research

questions of the study. The study aims to gather comprehensive and reliable data

on the effectiveness of audiovisual materials on student learning outcomes in a

systematic and objective manner.

DATA GATHERING AND PROCEDURE

The researchers will prepare a letter to the Social Science subject teacher

of the Grade 12 students, seeking permission to conduct a survey. In the letter,

the researchers will explain the purpose of the study to the respondents,

ensuring that they are aware of the study’s objectives.

To assess the students’ knowledge and understanding of the subject

matter, the researchers will administer a pre-test consisting of questions related

to the topics that will be covered using audiovisual instructional materials. The
researchers will facilitate the use of the audiovisual instructional materials in the

classroom, ensuring their proper display and easy accessibility for the students.

During the implementation of the audiovisual instructional materials, the

researchers will observe the classroom and take note of the students’ level of

engagement, participation, and overall reaction to the materials. They will also

document any issues or challenges encountered during the implementation

process.

Following the implementation, a post-test will be administered to the

students to assess their knowledge and understanding of the subject matter. The

post-test will consist of the same set of questions as the pre-test, allowing for a

comparison of the students’ learning outcomes before and after the use of the

audiovisual materials.

The data obtained from the pre-test and post-test scores will be

interpreted by the researchers to draw conclusions about the effectiveness of the

audiovisual instructional materials in enhancing the Grade 12 HUMSS students

of Laguna State Polytechnic University Los Baños Campus.

STATISTICAL TREATMENT OF DATA

 To analyze and interpret the data, the researcher employed the following

statistical procedures:

• Frequency, percentage, and ranking

This procedure will allow the researchers to easily tally the data they will

be gathered. The use of percentages and rankings will help the researchers

analyze the data effectively.

Formula for Pearson Correlation Coeffficient: