CHAPTER ONE

1.1 Introduction

Use of learning aids on teaching has proved to be effective in the learning outcomes. Chapter one

introduces the construct of studies including problem statement, objectives of the studies, scope and

significance of the study, it also spells out the limitation and how these overcame.

1.2 Background

Education is necessary for everybody. Education is very vital, deprived of education no can lead a good

life. Teaching and learning are the important element in education. The teacher uses different approaches

and substantial to teach their students and their active learning. With the passage of time, altered methods

and techniques are entered in the field of education and teacher use different kind of aids to make

effective learning.

Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids

are those instructional aids which are used in the classroom to encourage students learning process.

According to Burton “Visual aids are those sensory objects or images which initiate or stimulate and

support learning”. Kinder, S. James; describe visual aids as “Visual aids are any devices which can be

used to make the learning experience more real, more accurate and more active”.

Visual aids are tools that help to make an issue or lesson clearer or easier to understand and know

(pictures, models, charts, maps, videos, slides, real objects etc.). There are many visual aids available

these days. We may classify these aids as follows, visual aids are which use sense of vision are called

Visual aids. For example:- models, actual objects, charts, pictures, maps, flannel board, flash cards,

bulletin board, chalkboard, slides, overhead projector etc. Out of these black board and chalk are the

commonest ones. The challenges of classroom instruction increases when prescribed a course to the class

while course books (textbooks) are constituted with too many interactive expertise activities. Most
significantly, it has convert a common phenomenon to integrate textbooks with audio visual aids as

additional or supplementary resource for classroom course learning activities.

Education is a lifelong process. It is planned deliberated and transmitted to from generation to generation.

It is termed as knowledge as a cognizant component. In a formal school system it’s imported through a

vigorous course of curriculum which is hub of an educational system. In cyclic process curriculum covers

a set of prescribed courses. Their integrated objectives, material and methods, tools of teaching and

assessment. Through the variety of courses. The teachers develop the cognitive component of learning.

Today the world is passing through rapid changes. In such a world, education cannot resist changes.

Audio visual audio visual aids are produced, distributed and used as planned components of educational

programs. It helps the process of learning. It provides significant gains in thinking and reasoning. Recent

technological developments have opened many new possibilities for learning. All teaching can be greatly

improved by use of visual aids because it can help make the learning experience impressive. The visual

aid audio visual aids can promote the effective kind of learning experience impressive.

Audio-visual aids make a lesson or a lecture more interesting and a memorable experience not only for

students but for teachers as well. They play a vibrant role in focusing the attention of individual student

towards the teacher or the topic. Human beings’ five senses are the doorway for effective learning,

especially seeing, hearing and touching bring maximum knowledge for the individual. Cognition means

thinking, gaining knowledge and dealing with knowledge. It may be related to the mental processes The

lower level of cognition are Knowledge and comprehension and reaming four level of cognitive domains

were considered higher level of cognition.

1.3 Statement of the problem

Keeping in view the above rationale, a study was conducted to find out the effect of audio visual aids in

learning process of secondary level of student.

1.4 General Objectives

The main objective of this study was to examine the effects of usage of audio visual learning aids on

student’s academic performance at DMC Schools.

1.5 Specific Objectives

The study was guided by the following specific objectives

1: To identify the types of audio visual aids that secondary school teachers use in DMC school and its

effects on students learning outcomes.

2: To identify audio visual learning aids to overcome student’s difficulty in DMC secondary schools.

1.6 Research Questions

The study was guided by the following research questions:

1: What types of audio visual aids enhance learning in DMC schools?

2: How audio visual aids overcome students learning in DMC schools?

1.4 Significance of Study

The study on the effects of audio visual aids in enhancing the learning performance in class room will be

of great importance in many ways:

1. The study will brings an opportunities for learner to understand the real learning situation.
2. The study will enhance the imagination power, thinking abilities, reasoning processes of the students to

develop learning abilities.

3. The study will help the teacher in providing learning environment for developing interest of the

students in the class room learning.

5. The study will provide direct experience to the students.

6. The study will offer a reality of experience which stimulates self-activity on the part of student.

1.5 Scope of the study

The study was conducted in DMC schools and involved for secondary schools: 5 schools chosen

from those schools using audio visual aids. Student’s and teacher’s opinions about the impact of

visual aids were examined as well. The kinds of aids used and their effect were scrutinized and

determined their effectiveness.

1.6 Limitation of study:

These are the methodological features that hinder the application or interpretation of the results of a

research problem. Keya et al (1989), states that, being aware of the limitation helps the researcher to

avoid the setback over prospect in course of study.

In going this study, the researcher was expected to face the following challenges; first, limited in terms of

budget restriction and the time for conducting the study.

Thus, the researcher chose nearby DMC School which were enough to congregate the researchers’

requisite in this study, rather than selecting a large area. A second challenge was data collection due to the

research instruments and the nature of study as secondary school teachers were thinking of being

inspected.

Thus the researchers were patient and tried to convince then.

1.7 Delimitation of the study:

The study concentrated on the DMC Schools found in Lyari. This area is convenient in terms of

accessibility, reach ability and familiarity, all of these made easier to get the information from

respondents. This study aimed to collect data from DMC Schools.

1.8 keywords :

Effect: The way in which an event, action, or person changes someone or something

Audio: Sound, especially when recorded, transmitted, or reproduced

Visual: A picture, piece of film, or display used to illustrate or accompany something

Aids: Help or support (someone or something) in the achievement of something

 Chapter 2

Review of Related Literature

Introduction

Literature review is carried out related to effect of audio visual aids.

Theoretical Concepts

The term audio visual aids used to refer to anything which is used by teachers or learners to facilitate

the learning. . Audio visual aids include those that have been either specifically designed for learning

and teaching. In fact good audio visual aids are teacher-proof; even a bad teacher cannot spoil their

effect. Audio visual aids have always played a crucial role. They have been glorified as the panacea for all

the ills of second language learning; they have also been commended as the greatest obstacles to

learning. Whatever might be the attitude to them, audio visual aids have come to be indispensable.

The purpose of teaching audio visual aids is not to usurp the role of the teacher, nor even to make his

task easier. Their main purpose is to make it possible for the teacher to teach more effectively, more

interestingly, and more economically. It is equally important that the audio visual aids should help the

pupil to learn more easily and more rapidly

For teachers:

1. Audio visual aids act as support to teachers, by providing the language input which they can use in

the classroom, to expose their learners .

2. They also supply to the teacher, the exercises and activities to give to their students for them to

engage in, as practice material which will lead them to learn. They also supply the teachers with

exercises and activities to be given to their students.

3. They take on the responsibility of providing material for teaching which will realize the syllabus or

objectives of teaching prescribed for the specific level.

For learners:

1. They act as concrete exposure to be learnt.

2. They also instruct them to do specific things in specific ways.

Thus, without instructional materials teachers may not be able to teach and learners will not be able to

learn in the classroom.

In Spicer’s view (1968), instructional materials should possess the following basic qualities: (1)

Authenticity: Whatever is presented to the pupils, whether linguistic or cultural material, should be an

authentic representation of the language or civilization of the foreign country. (2) Clarity: For the

materials to function effectively as teaching aids, they must possess clarity of exposition which leaves

the pupils in no doubt as to their meaning. (3) Intrinsic value: The materials, while retaining a

predominantly functional role, should also possess an intrinsic artistic or aesthetic quality which makes

them of value and interest in their own right as well as effective language-teaching instruments. (4)

Practicality: To provide the maximum help to the teacher , the materials must be practical in use,

economics of the cost and time, robust, easy to store, and immediately accessible. (5) Appropriateness:

Teaching materials, if they are to fulfill the role of motivating the learner and sustaining his enthusiasm,

must be appropriate to the age, interests, and abilities of the pupils and to the level of the teaching.
They must also be appropriate to the different 100 Chapter-3 functions required of them in the different

parts of the lesson (presentation, development, re-exploitation, etc.).

Philosophical concept

A Chinese proverbs says “If I hear I forget, if I see I remember, if I do I know” emphasizes the

importance of sensory perception of teaching, learning situations. Audio-visual aids are

sensitive tools used in teaching and as avenues for learning; these are planned educational audio

visual aids that appeal to the senses of the people and quickens learning facilities for clear

comprehension.

An audio-visual aids is an instructional device in which message can be heard as well as seen.

“Audio visual aids are any device which can be used to make the learning more effective, more

concrete, more realistic and more dynamic.”Kinder

“Audio-visual aids are those aids which help in completing the triangular process of learning.ie,

Motivation, classification, stimulation”. Carter.v.Good

Audio-visual is, of course, a combination of two words: audio referring to that which we can

hear, and visual referring to that which we can see. The basic frame of reference here limits our

application of the term to a instructor and his audience, although they are not necessarily in the

physical presence of one another, as in the case of a motion picture or television presentation.

The term “aids,” used in reference to the instructor, rules out his physical presence (visual) and

unrecorded voice (audio). These are the essential elements which make him a instructor, and

therefore cannot aid him.

Audio-Visual Aids

The term “audio-visual aids” is commonly misapplied. The aids themselves must be something

either audible or visual, or both. The common types of audible aids are the spoken word,

recognizable sound effects, and music. The most frequently used visual aids are people, pictures,

cartoons, graphics, maps, the printed word, and three-dimensional models. When we talk about

a motion picture projector or a blackboard, we are talking about the means of presenting the

aids, and not the aids themselves.

First and foremost, a program should be undertaken simply and modestly. It is better to leave

the expensive technical gadgets and special effects to the future. Start with one piece of

equipment and master its use. Add the various attachments, or go on to another piece of

equipment, as needs dictate.

Further, the uncontrollable physical surroundings are not audio-visual aids in themselves,

although they can have a definite audio or visual effect and should therefore be considered, if

possible, when preparing a presentation. These include such things as distracting street noises

(a hindrance) or a soundproofed room (an aid); or a beautiful mural behind the speaker (a

distraction), purple and orange walls (a hindrance), or a paneled, modern meeting room with

indirect lighting (an aid).

The mixing of various pieces of equipment in a presentation can be extremely effective. Some

examples have been mentioned, and serious consideration should be given to the possibilities.

The problems of light and dark rooms must be considered, so that the transition can be made

smoothly from one item to another.

Audio-visual audio visual aids can be divided into those which present the aids in their original

form, and those which reproduce the original form.

A.V aids provide a basis for more effective perceptual and conceptual learning. They initiate

and sustain attention, concentration and personal involvement of the students in learning, as

they provide concreteness, realism, and life likeness in the teaching-learning situation. A.V.aids

bring the remote events of either space or time into the class room , thus bring the

meaningfulness of abstract concepts. A.V aids helps to gain practical skills and to introduce

opportunity for situational or field types of learning as contrasted with linear-order verbal and

written communications .The students acquires clear, accurate and vivid image during the

process of learning. A.V aids stimulate curiosity and concentration. Stimulate thinking and

motivation. Help to develop thinking process as they develop continuity or thought. Students

develop higher faculties among the students and it promotes memorization, thinking process

and reasoning power.

Principles for selection of Teaching Aids

The selection of suitable teaching aids is very important for the for the success of the learning

process .Unsuitable selection can result in more harm than good, because it can cause confusion

in the minds of the students being unrelated.

A teacher should keep in view the following principles while selection suitable teaching aids:

1. 1. Principle of selection: The selected teaching aids should have the basic traits .It should

be definitely important from educational viewpoints. It should be interesting and should be

able to motivate students for learning. It should encourage the achievement of instructional

objectives.

2. 2. Principle of Preparation: A teacher should devote himself and make students ready to

the teaching aids psychologically. He himself should know about the nature of the selected

teaching aids. Before demonstrating the class, he himself should inspect the teaching aids in

all its respect.

3. 3. Principle of Proper Presentation: He should ensure that both subject matter and

teaching aids are properly coordinated and related. Teaching aids should be used as

supplementary aids. A teacher should be fully proficient in its use.

4. 4. Principle of Control: The teaching aids should be under the control of the teacher

during the entire period. No such situation should be allowed in which a teacher is not able

to control and use the teaching and properly.

Audio visual room:

It is always worthwhile to have a separate audio visual room in the school. The room should be

planned to facilitate the optimum use of audio visual aids. An audio visual room should be

spacious enough to accommodate about sixty students at a time.

Main factors:

 Acoustics- for proper acoustics, the wall must have straw boards and window heavy curtains.

 Lighting- The lights of the room should have facility of controlling these from a single switch

to darken the room for projection.

 Wall sockets- Wall sockets should be easily accessible to plug in the audio c=visual

equipment.

 Ventilation- a proper ventilation of the audio visual room should be provided with a few

exhaust fans.

 Storage- for storing the audio visual material, wall cupboards and racks should be used.

 Seating- the seating arrangements using movable chairs should be done so that the students

are seated in a sector of sixty degree from the center of the screen.

 Other- audio visual material for display should include chalk board, display cases, display

boards, graphs, show windows, shelves.

CLASSIFICATION OF AUDIO-VISUAL AIDS

Graphical aids:

Diagrams / Drawing:

It is a simplified drawing designed to show interrelation primarily by means of lines and

symbols, e.g. stick figures, geometry drawings, facial expressions. Drawings can be done by hand

to convey a variety of ideas, concepts and situations. It can be better used for summery and

review.

Standard of a good diagram:

1. Technically correct.

2. Neatly drawn in proper proportion.

3. Well labeled and explained.

4. It can be moved and seen from all angles.

Map:

Graphic representation of the earth’s surface or portions of it are termed as maps. These are flat

representations of earth’s surface, which convey the information by means of lines, symbols,

words and colors.

Various aspects of maps:

 Understanding and interpreting the key of index, tints, shadows and symbols.

 The top every map is not north, but the direction of northern pole is north.
Flashcard

A flashcard or flash card is a set of cards bearing information, as words or numbers, on either or

both sides, used in classroom drills or in private study. One writes a question on a card and an

answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject

matter that can be learned via a question and answer format. Flashcards are widely used as a

learning drill to aid memorization by way of spaced repetition. Due to their small size and

effective use in rapid sequences, flash cards are difficult to adapt to a planning situation. They

are used primarily in language training, testing, or to emphasize key words or actions.

 .

Flip Charts:

A series of visual aids on flexible paper, fastened together at the top and mounted on a frame in

such a manner that they can be flipped or folded back. The frame usually resembles a football

goal post, with the charts fastened to the crosspiece. Illustration made on paper that is usually

larger than 21cm*27cm; bounded together with rings or string. They flip over in sequence.

Graphs:

Graph is a visual teaching aid for presenting statistical information and contrasting the trend or

changes of certain attributes. Diagrammatic representation of numbers, takes several common

forms. Pictures are sometimes used, particularly in bar and flow charts.

Pictures are the most commonly available graphic aids. Picture includes photographs, paintings

etc.

Posters:
A message on a large sheet of paper, with an illustration and a simple written message on it.

Chalk board:

Black, green or other colored slate or composition board, or a specially painted surface which

will “take” erasable white or colored chalk. A rigid surface painted green or black, on which one

can write or draw with chalk.

Bulletin Boards:

A bulletin board is essential when illustrations have been prepared on thin, flexible paper. It is

usually helpful to have an assistant do the mounting, or the planner will have to turn his back to

the audience and fumble with the material. A blackboard can be considered a bulletin board,

with the aids mounted with tape rather than pins or tacks. It might be noted here that small

visual aids can be enlarged by a photostatic process, at relatively small cost, for presentation on

a bulletin board.

It is a surface of at least 1.5 meters. Into which stick pins can be placed. Drawings, photos and

lettering can be displayed on board.

 A piece of flannel, flannelette, terry cloth or felt cloth attached to a rigid surface on which cut

out figures will adhere if backed with flannel or felt cloth, sand paper or glued sand.

Standard size Projected Aids:

Film or motion pictures:

Color or black and white, 16 or 18mm cinema film, with sound projected on screen. A long,

narrow strip of cellulose nitrate, acetate or similar material containing a succession of small

transparent photographs. Common sizes are 8 and 16 millimeter, referring to the width of the

strip.
Overhead Projector:

The OHP is a versatile visual aid using a system of lens, mirror and lamp; transparencies are

projected on to screen in a way that enables teacher to face the student while teaching.

Theories Related To Audio Visual Aids

Compare and Contrast

Audio-visual Phase (First Phase): Before the 1950’s, the term audiovisual education was used (and not

E.T.). There were various teaching aids like blackboard, maps, radio, films etc. These were mainly media

through which a teacher presented his messages. The materials developed were not systematically based

on any psychological principles. Education was viewed primarily as a process of transmitting by a

teacher, the messages which he considered important, to students. In a sense, this tradition started with

printing technology – books, maps, charts etc. Although a good teacher in his transactions with students,

asked them questions etc; and encouraged interaction with them, aids like books, radio or film were

primarily non-interactive. This can be represented by the following figure.

Computer and Telecommunication Phase (Fourth Phase): Multimedia, E-mail, internet, intranet and

website are used extensively today. There are telecommunication modes through which instructional

materials can be given to students. There are many computer software packages developed for school

children in many of the school subjects.

These packages also have been used and proved to be effective in terms of time and level of student’s

achievement. There are also several organizations established in different parts of the world for the
development of software packages. For example, in India we have Audio-visual Research Centre,

Educational Media Research Centre and different Departments of Education and Educational Technology

which have been developing software packages for the education of children. Many audiovisual

programmes are also telecast by Delhi Doordarshan for school children. Many of our progressive schools

are also developing educational software packages for children.

Conclusion

To sum up, the role that the teaching - learning materials play varies from one type of classroom to

another. It varies according to the aim of the lesson or again, the nature of the task(s) that must receive

focused attention. Teachers’ use of or dependence on teaching materials varies greatly and may be related

to not just a teacher’s personal style or preferences but also the school’s and society’s beliefs and

expectations. Learners too often differ on how much and how (well) they use materials,
 Chapter 3

Research Methodology

Introduction

The previous chapters introduced the problem of the study and reviewed the relevant literature. In this

chapter procedure of the study will be presented.

Research Strategies

The study employs quantitative paradigms. Survey of a 5 schools of DMC South Lyari Zone. The data

has been generated throughout the questionnaire.

Population

The population of the study comprised of all the heads and teachers working in public schools of DMC

South Lyari Zone. The total number of public school is approximately-----52.

Sampling

The population was large and heterogeneous. It was not possible to carry out a census. Stratified random

sampling design along with purposive sampling design was adopted.

Research Instruments

The researcher has used the specially designed questionnaire comprising of questions related to the given

subject of research.
Procedure of Data Collection

Researcher personally went to the above mentioned schools to meet the

participants (Teachers) in person to explain them the purpose of this research

and distribute questionnaires amongst them in order to collect the data.