THE EFFECTS OF VISUAL AIDS IN ENHANCING

THE LEARNING PERFORMANCE OF STUDENTS

AT ELEMENTARY LEVEL IN DISTRICT
PESHAWAR

BUSHRA KHAN
Roll No. 3055
M.Ed

DIRECTORATE DISTANCE EDUCATION

UNIVERSITY OF PESHAWAR

Session: 2016-2017
 THE EFFECTS OF VISUAL AIDS IN ENHANCING
THE LEARNING PERFORMANCE OF STUDENTS
AT ELEMENTARY LEVEL IN DISTRICT
PESHAWAR

BUSHRA KHAN

A thesis submitted in partial fulfillment of the requirement of the degree of Master in

Education Distance Education University of Peshawar

DIRECTORATE DISTANCE EDUCATION

UNIVERSITY OF PESHAWAR

Session: 2016-2017
ii
 APPROVAL SHEET

The thesis entitled “The Effects of Visual Aids in Enhancing the Learning
Performance of Students at Elementary Level in District Peshawar” is submitted
by Ms. Buishra Khan, Roll No. 3055, M.Ed student, supervised by Dr. Amjad Reba
Institute of Education and Research University of Peshawar 217, Peshawar in partial
fulfillment of the requirements for the degree of Master of Education is here by
accepted.

Internal Examiner: ______________________________

DR. AMJID REBA

External Examiner: ___________________________

DR. ARBAB KHAN AFRIDI

Date: 24-08-2017

iii
 DEDICATION

I dedicate my effort to my dear, respectable and beloved parents,

Elder Brother and my all siblings whose blessings, love,

guidance, encouragement and help make me able

to complete this task.

iv
 AKNOWLEDGEMENTS

All the praise and thanks for Allah Almighty the most gracious and

merciful, real bless of the universe, whose countless blessings are

always have been sources of encouragement for me. I pay my heartiest

gratitude to Allah for giving to me the power, knowledge and ability to

work with full dedication. I offer my countless salutation upon the

Holy Prophet Muhammad (SAW) the entire sources of guidance for

humanity as a whole forever.

I pay my hearties thanks to my Parents, elder Brother and my all

siblings for their contribution and encouragement in every stage of my

learning.

I pay my thanks and great appreciation to my supervisor Dr. Amjad

Reba whose encouragement, timely guidance, patience and persistent

help made possible the completion of this study.

I am equally thankful to all teaching staff of the university for their

kind assistance and encouragement during the studies.

v
 TABLE OF CONTENTS

APPROVAL SHEET ................................................................................................ III

DEDICATION........................................................................................................... IV
AKNOWLEDGEMENTS .......................................................................................... V
TABLE OF CONTENTS ......................................................................................... VI
LIST OF TABLES ................................................................................................. VIII
ABSTRACT ............................................................................................................... IX
CHAPTER-I ................................................................................................................. 1
INTRODUCTION........................................................................................................ 1
1.1 STATEMENT OF THE STUDY ............................................................................. 2
1.2 OBJECTIVES OF THE STUDY ............................................................................. 3
1.3 HYPOTHESIS TESTED ...................................................................................... 3
1.4 SIGNIFICANCE OF THE STUDY ......................................................................... 3
1.5 DELIMITATION OF THE STUDY ........................................................................ 4
CHAPTER-II................................................................................................................ 5
REVIEW OF LITERATURE ..................................................................................... 5
2.1 THEORIES OF VISUAL AIDS IN LEARNING ....................................................... 8
2.1.1 Dual Coding Theory .............................................................................. 8
2.1.2 Multimedia Theory ................................................................................. 9
2.1.3 Instructional Theory............................................................................. 10
2.1.4 Learners Centred Approach ................................................................ 10
2.1.5 Integrationist Theory ........................................................................... 11
2.1.6 Effectiveness of Visual Learning Aids for the Intended Learners........ 12
2.1.7 Physical Qualities of Visual Learning Aids ......................................... 13
2.1.8 Appropriateness use of Visual Learning Aids on Students Learning
Process ................................................................................................. 13
2.2 THE IMPORTANT OF VISUAL LEARNING AIDS IN SCHOOLS ........................... 14
CHAPTER-III ............................................................................................................ 15
METHODS AND PROCEDURE ............................................................................. 15
3.1 NATURE OF THE STUDY ................................................................................ 15
3.2 POPULATION ................................................................................................. 15
3.3 SAMPLING ..................................................................................................... 15

vi
 3.4 SAMPLE SIZE ................................................................................................. 15
3.5 INSTRUMENT USED ....................................................................................... 15
3.6 DESCRIPTION OF INSTRUMENT ...................................................................... 16
3.7 DATA ANALYSIS ........................................................................................... 16
CHAPTER-IV ............................................................................................................ 17
DATA ANALYSIS AND INTERPRETATION ...................................................... 17
4.1 RESPONSES OF THE STUDENTS ...................................................................... 17
CHAPTER-V .............................................................................................................. 23
FINDINGS, CONCLUSION AND RECOMMENDATIONS ............................... 23
5.1 FINDINGS ...................................................................................................... 23
5.2 CONCLUSION................................................................................................. 25
5.3 RECOMMENDATIONS ..................................................................................... 26
REFERENCES ........................................................................................................... 28
APPENDIX-A ............................................................................................................. 30
QUESTIONNAIRE FOR STUDENTS ............................................................................... 30
APPENDIX-B ............................................................................................................. 33
LIST OF SELECTED SCHOOLS ..................................................................................... 33

vii
 LIST OF TABLES

Table 4.1: Use of Visual Aids at Elementary Level................................................ 17

Table 4.2: Use of Visual Aids in Students’ Learning Performance ........................ 19

Table 4.3: View’s of Teachers ................................................................................ 21

viii
 ABSTRACT

Visual aids are important in education system. Visual aids are those devices which are

used in classroom to enhance learning performance and make it easier and interesting.

Visual aids are the best tool for making learning effective and the best dissemination

of knowledge. So there is no doubt that technical devices have greater impact and

dynamic informative system. This study designed to enhance the effects of visual aids

on students’ learning performance at elementary level in district Peshawar. To achieve

the purpose of study questionnaire was design as research tool to collect the required

data. The targeted population for this research was the students of all the schools of

District Peshawar. In this study random sampling techniques was used for gathering

information. Ten schools were randomly selected from district Peshawar and 10

students had selected from each school so 100 students constituted the sample size of

the study. The collected data as analyzed through the SPSS software and also data

was represented in the percentage method. The analysis of the data indicated that

majority of the students had positive perceptions of the use of visual aids. It was

found that use of visual learning aids can made difficult ideas easy to understand, the

use of visual aids made learning effective in classroom visual aids saved students’

time. The study recommended that teachers may prepare and sue visual learning aids,

teachers may use such type of visual aids through which students’ understand more

effectively, teachers may use such type of visual aids which can provide more

information and teachers may use such type of visual aids which can deliver message

and create sense of understanding.

ix
 CHAPTER-I
INTRODUCTION

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 use 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 (Alyani, 2015).

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. 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. Visual aids are tools that help to make an issue or lesson clearer or

easier to understand and know (pictures, models, charts, maps, videos, slid s, real

objects etc.) (Alyani, 2015). Jain, (2004) there is famous Chinese proverb "one seeing

is worth, a hundred words'; it is fact that we receive knowledge through our senses.

Sabarish, (2114) there is another proverb that "if we hear we forget, if we see we

remember, and if we do sot thing we know it' so it means that use of visual aids make

learning and teaching more effective.

Alyan, (2015) there are many visual aids available these days. So, these aids are

classified as fellows, visual aids are which use sense of vision is called Visual aids.

For example :-models, actual objects, charts, pictures, maps, flannel board, flash

1
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 b oks (textbooks) are

constituted with too many interactive expertise activities. Most significantly, it has

converted a common phenomenon to integrate textbooks with audio visual aids as

additional or supplementary resource for classroom course learning activities.

Rasul, Bukhsh, Batool, (2011) Visual aids are important in education system. Visual

aids are those device which are used in class rooms to encourage students learning

process and make it easier and into resting. Visual aids are the best tool for making

teaching effective and the best dissemination of knowledge.

Cuban, ( 001) indicated the psychology of visual aids as under,1% of what is learned

is from the sense of TASTE, 1.5% of what is learned is from the sense of TOUCH,

3.5% of what is learned is from the logic of SMELL, 11% of what is educated is from

the logic of HEARING and 83% of what is learned is from the sense of SIGHT.

Sabarish (2014) Also people generally remember, 10% of what they READ, 20% of

what they HEAR, 30% of what they SEE, 50% of what they HEA and SEE, 70% of

what they SAY and 90% of what they SAY as they DO a thing.

So there is no doubt that education is necessary for everybody. Teaching and learning

are the important element in education. Visual aids are the tools that help to make an

issue or lesson clearer or easier to understand. Technical devices have greater impact

and dynamic informative system.

1.1 STATEMENT OF THE STUDY

It is observed that teachers did not use visual aids in classroom due to which learners

concepts were not clear which effected there performance. This research is designed

to identify the effects of visual aids on students' learning performance.

2
1.2 OBJECTIVES OF THE STUDY
The main objectives of the study are:

1. To identify the uses of visual aids at elementary level on the sample area.

2. To explore the use of visual aids in the students learning performance.

3. To investigate the teacher's views about the use of visual aids in schools.

1.3 HYPOTHESIS TESTED

There is no relationship among the use of visual aids and students performance.

1.4 SIGNIFICANCE OF THE STUDY

The study on the effects of visual aids in enhancing the learning performance in

classroom will be of great importance in many ways:

1. The study will gives the real touch to the learning situation.

2. The study will stirs the imagination, thinking process and reasoning power of

the students, and calls for creativity and inventiveness and other higher mental

activities on the parts of the students.

3. The study will help the teacher in providing proper environment for capturing

as well as sustaining the attention and interest of the students in the classroom.

4. Every individual has the tendency to forget. So, the study will help to retain

more concepts permanent.

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.

3
1.5 DELIMITATION OF THE STUDY
Due to time, money and resources constraints, the study is delimited to:

1. Elementary level

2. District Peshawar

3. Girls school

4
 CHAPTER-II
REVIEW OF LITERATURE

Learning is a complex process. It can be defined as a change in disposition; a

relatively permanent change in behavior over time and this is brought about partly by

knowledge. Learning can happen as an outcome of afresh attained skills, principles,

perception, knowledge, facts, and new information at hand (Adeyanju,

1997).Learning can be reinforced with different teaching/learning resources because

they stimulate, motivate as well as focus learners' attention for a while during the

instructional process.

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 teaching learning process. As Singh,(2005) defines: "Any device which by

sight and sound increases the individuals' practice, outside that attained through read

labeled as audio visual aids". Visual aids are those instructional devices which are

used in the classroom to encourage learning and make it easier and motivating. The

material like models, charts, film strip, projectors, radio, television, maps etc. called

instructional aids (Rather, 2004). Visual aids are effective tool that "invest the past

with an air of actuality." Visual aids distribute the learners with true knowledge,

which detention their devotion and help in the understanding of the ancient marvels.

They demand to the mind through the visual auditory senses. When we use visual aids

as teaching aid, it is one of the aspects which root participation of students in the

lesson because when students look at visual model or aid, it is measured as a kind of

contribution.

Also the uses of visual aids encourage the body movement and it may strengthen the

control.(Jain, 2004) There is famous Chinese proverb "one sighted is worth, a hundred

words" it is fact that we take knowledge through our intellects. There is another

5
maxim that" if we hear we forget, if we see we remember, and if we do something we

know it" so it means that use of visual aids make teaching learning process more

effective. As (Kishore, 2003) said "visual aids stimulated thinking and cognize." The

use of visual aids in teaching learning process has multifarious values (Mohanty,

2001). Visual aids give chance to speakers to make a more professional and consistent

performance. The teaching career is full with limitless opportunities to enrich the

academic survives of students, while some ideas and educational goals will be easy

for students to hold, other will need you to think productively to ensure that important

learning aims are met. By visual aids in teaching is one mode to enhance lesson plans

and give students additional ways to process subject information (Kunari, 2006).

Visual aids are devices present unit of knowledge through auditory of visual stimuli

both with a view to aid learning. They concretize the information to be obtainable and

help in making learning practice apple real, active and vital. They supplement the

work of the teacher and help in the research of the text books. The great educationist

Comenius has well said: The foundation of all learning consists in representing clearly

to the senses

And sensible objects so they can be appreciated easily Singh (2005). (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. They come in form of, for illustration, wall charts,

exemplified pictures, symbolic materials and other two dimensional items. There are

also audio visual aids. These are teaching machines like television, radio, and all

kinds of projectors with sound attributes .Television and radio programs provide

another useful learning resource. Films, likewise, are a general teaching/learning

resource. In addition to helping students remember important information,

teaching/learning resources have other returns. When accurately used they aid

achievement and hold the attention of students. Visual aids can be very useful in

6
supportive a topic, and the amalgamation of both visual and audio stimuli is

particularly effective since the two most important senses are involved (Burrow,

1986). Teachers should keep in mind that they are like salesmen of philosophies and

many of the best sales practices that attract attention of potential clients are well worth

considering. Clear y, a major goal of all teaching is for the students to be able to retain

as much knowledge of the topic as possible, particularly the main points. Frequent

studies have attempted to determine how well learning resources serve this purpose.

Indicate from the studies vary greatly from modest results which show 10-15 percent

increase in retention to more optimistic results in which retention is increased by as

much as 80 percent Burrow (1986). Good learning resources can help solve certain

language harrier problem as they provide accurate visual image and make learning

easier for the student (Chacko, 1981). Another use of learning resources is to clarify

the relationship between material objects and concepts to understand. Symbols,

graphs, and diagrams can also show associations of location, time, size, value and

frequency. By symbolizing the factors tangled, it is even possible visualize abstract

relationship. Instructional aides have no value in the learning process if they cannot be

seen or heard: Tapes of speeches and sounds should be confirmed for correct volume

and quality in the actual environment in which they will be used (Chorley, 1966).

Visual aids must be visible to the whole class. All calligraphy and illustration must be

large adequate to be seen easily by the students farthest from the aids'. Colours, when

used, should provide clear contrast and easily be visible. The efficacy of aids can be

enhanced by proper sequencing to build on former knowledge. Often, good institute

and natural patterns of logic command the sequence.

According to (Ranasinghe, 2009), integrating technology into the classroom begins

when a teacher prepare lessons that use technology in meaningful and relevant ways.

Technological aids should support the curriculum rather than dominate it. Ranasinghe

say that technology should assist the teacher in creating a collaborative learning

7
environment (Koc, 2005) stated that the integration of technology into curriculum

means using it as a tool to teach academic subjects and to promote higher-order

thinking skills of the students. Developments in technology gave scope for innovative

practices in the classroom. Practical improvements in the creation of visual aids for

classroom use have been remarkable. Technological developments in Pakistan had a

positive impact on students learning environment. Educational reforms for improving

skills initiated by the Ministry of Higher Education elevated the classroom learning

environment in Pakistan. University classrooms were equipped with world class

technological teaching aids for making classroom students learning process

interesting and resourceful. However, use of identical resources, comprising a

syllabus, is suggested. Sequencing also can be improved purely by using overlays on

slides, doffing methods on charts and or chalk, and marker boards. Sequencing can be

emphasized and prepared clearer by the use of distinct colors (Chorley, 1966).

2.1 THEORIES OF VISUAL AIDS IN LEARNING

2.1.1 Dual Coding Theory

According to (Paivio, 1990), images and words have different cognitive presentations;

therefore, the brain uses separate memory systems for different types of information.

He states that, verbal memory is rotated to language system, while image memory

includes graphics and tastes. Paivio indicated that, verbal information is acquired

from sensory memory to visual processors. The question here is to what extent has the

teachers improved on improvising visual learning aids for the achievement of quality

education? This study will help to enlighten on this issue.

Paivio's dual coding theory was appropriate when referring to the retrieval of

information from memory systems, this theory claimed that memory is set up as a

network with different paths, verbal and image that lead to the same information.

Paivio concluded that, the more path ways learners use to remember information, the

8
more cures learners can recall that information later on.

2.1.2 Multimedia Theory

Richard Mayer was an expert in multimedia learning. His multimedia theory was

drawn on paivio's Dual code theory (1990), Sweller's Cognitive Load theory (1994)

and Bruner's constructivist theory. Mayer and his associate (Moreno, 2000),

conducted a study in delivering instructional design principles from cognitive theory

in Multimedia learning. Their main argument is that, active learning occurs when a

learner engages three cognitive processes, selection, organization and integration.

Also this study will help to verify this issue.

2.1.2.1 Selection
On miller's findings stated earlier, students are able to process shucked information.

During that time, must select relevant words and images to be stored, Multimedia

theory believed that, the learner selects relevant words for verbal processing and

select relevant images for visual processing. Based on verbal and visual memory

systems to overcome the limitations of memory.

2.1.2.2 Organization
Here the theory states that, the learner organizes words into coherent verbal models

and organizes images into coherent visual models. It concluded that, the more the

learner he/she think about and organize information in meaningful ways, the more

he/she repeat information in his/her working memory, and the more likely he/she

remembers it.

2.1.2.3 Integration
Mayer's Multimedia theory has shown that, learners such as students learn better

when corresponding verbal and visual information are held together because it makes

learning more meaningful. He believed that, verbal and visual information are linked

and assist each other, therefore, when receiving verbal information and images

9
simultaneously the student processes different models of information all at once. The

main argument here is that how these theories will help teachers to create effective

visual learning aids to improve students' learning performance? This study will help to

enlighten on this issue.

2.1.3 Instructional Theory

An instructional theory is the theory which explains on how students can learn and

understand the concept very easily. The chief proponent of this theory is Skinner in

theories of behaviorism. In this approach it is observed that theory is the most

influential in educating, since it emphasizes on the use of visual learning materials,

which promote quality education to human being. In the learning process,

instructional theory describes on how to organize, coordinate learners, introduce

visual learning materials to the students and govern them towards the use of such

tools.

It is conclude that, instructional theory directs on how teaching and learning processes

take place. The theory could help subject teachers to know the importance of using

visual learning aids and they can ask learners to improvise visuals learning aids. This

theory is potential for learning objects to structure and delivery the constant

(Reigeluth, 1999 and Engelmann, et al. 1999). Consequently, this doctrine has the

weakness due to the fact that, it doesn't look on the output of education process. That

is to say, it puts emphasis on learning process but less or no emphasis on the students

as the future education products. This study will verify this issue.

2.1.4 Learners Centred Approach

This is a perspective which functions against teachers centered. It puts emphasis on

students as an input in teaching and learning processes. This approach has become

more famous so as to influence the effectiveness and efficiency of teaching and

learning activities specifically to the side of leaner concerning with observing,

10
improvising, gaining and acquiring skills and knowledge. Due to this theory, teaching

is seen as directive that object is to produce a certain kind of performance to the

learners. That is to say, what the learner does after acquiring knowledge and skills and

how is integrating into his/her personality (Akinpelu, 1981).

In instructional context, learners centered approach focuses on how education system

develops meanings and quantities associated with learning participation and how

those meanings and quantities influence learners' behavior and relationship with their

teacher. On the other hand, teachers consider much their students when making

preparation for teaching process. This includes the preparation of schemes of work,

lesson plans, instructional visual learning materials such as pictures, charts, models

that lead to the attainment of teachers' desired goals and objectives together with

quality education. By implementing this theory, many educational advisors and

planners in developing countries such as Tanzania, Kenya and Uganda, advocate that

all intervention in education must be learner centered (Mocha, 2006 and Entwistle,

1970).

Despite the fact that, learners centered approach is very important to the students in

instruction, to some extent there is a weakness which have been observed, some of

intellectuals assume that, the theory doesn't mean students direct choosing what they

wishes to learn because the high authority in learning might create indiscipline to

students. This theory also does not put clear on how students will be assessed on their

learning process (Kember. 2009).

2.1.5 Integrationist Theory

Integrationist theory includes Herbert G. who developed symbolic interactions. This

theory argues that mind and self are not part of the innate human equipment but arise

through social interaction. So that we can say, modification occurs when learners or

students become exposed to other learners and using simple visual learning aids

11
(Solomon, 1981). This theory is based on the definition of the environment that

people create as they interact with simple materials and other people respectively.

From this theory, human beings don't simply in an automatic fashion to the world

around them instead, they choose to behave in a certain ways in anticipation of the

impact they think their behavior will have on themselves, the pole around them and

social world in which they live.

In teaching and learning context, integrationist theory focuses on how students

develop things and ideas associated with learning participation and how those

meanings and ideas influence learners' behavior and relationship with their teachers

and among themselves. Students use simple learning materials such as charts, models

and real objects to develop new knowledge, skills and values as they perceive

meanings from such learning tools. Through interacting with their teachers plus visual

learning aids, students can ask various questions so that to reinforce their

understanding and teachers respond to those questions in order to fulfill their learner's

needs. This is the relevance that education depends upon acts of communication.

Consequently, the theory extremely focuses on personal meanings and perceptions of

the situation and on interaction dynamics without identifying the ways in which

meanings and interactions processes are related to the social structure of society as a

whole. However, this theory ignores on individual person and physical experiences

when they consider issues of meaning, identity and relationship, this study will help to

enlighten on this issue.

2.1.6 Effectiveness of Visual Learning Aids for the Intended Learners

Using of visual learning aids in teaching and learning process provides good

performance to the learners. Therefore, teachers should use visual leaning aids

effectively so that to fulfill students' needs in relation to the intended goals and

objectives. Teachers should be creative enough on selecting improvising visual

learning aids. Visual learning aids such as pictures and real objects are proper and

12
effective only if they help learners to achieve the goal (Nacino, 1982).

2.1.7 Physical Qualities of Visual Learning Aids

Visual learning aids have exceptional qualities that should be considered by the

teachers while preparing them for specific topic. Visual learning aids such as pictures

and real objects should be attractive and portable so that to encourage learners to

participate fully during the learning process. Effective visual learning aids are capable

of attracting attention, simplicity and sometimes familiarity especially for visual aids

(Nacino, 1982). This is due to the fact that, the presence of such physical qualities of

visual learning aids provides knowledge acquisition and skills adaptation, hence the

achievement of quality education to the students.

2.1.8 Appropriateness use of Visual Learning Aids on Students Learning

Process

Instruction process takes place so that to fulfill certain specific goals and objectives.

This could he attained by using different teaching methods, techniques together with

several visual learning aids. Different types of teaching and learning processes

demand different types of visual learning aids. Some are useful in teaching skills,

presenting facts, showing relationship or changing behavior or attitudes, while others

are more effective in giving back ground information summarizing a unit of work.

Therefore, teachers select visual learning aids that would be the best aid in

achievement the target goals. Only visual learning aids that would serve instruction

purposes should be used. (Arguel A.J.F, 2009) and (Mtana et al, 2004) also reiterated

on the essence of teaching and learning visual resources on quality education as they

observed that, the quality of education was enhanced by the availability of relevant

teaching visual learning aids. This is more demanding in developing countries such as

Pakistan, where most of the parents cannot afford to buy learning materials for their

children. Visual learning aids are vital in ensuring that quality is addressed. (Jonson,

1980) conducted studies and observed that, effective learning is facilitated by the

13
availability of teaching resources such as visual learning aids.

2.2 THE IMPORTANT OF VISUAL LEARNING AIDS IN

SCHOOLS
Visual learning aids play a great role on students' academic performance. This is

verified clearly when these tools stimulate, encourage and make students to

understand the subject matters. However, these learning aids are used to clarify non-

verbal symbols and promote interaction among the students and their teachers. Due to

the mentioned advantages above learners enjoy the lesson so that they participate

fully. Mavida et al (1966), states that, the utilization of instructional materials such as

visual learning aids make students participate effectively in the learning process,

hence ending with quality education that enable them to suit in the current society in

relation to technological changes.

It is no doubt that visual aids are one of the most important teaching facilities and they

are essential during teaching, they facilitate and make calm to study, teach and extant

a theme easily. Its use may provide the chance to learn visually and are more effective

and easy for human beings. During teaching with models and visual aids, students

effort to identify it, or recognize its functions and try to have its interpretation, to

understand its use. Hence, teachers should use visual learning aids in classroom for

clearing the concepts of learners which will effects their performance and then their

performance would be better as compare to the previous.

14
 CHAPTER-III
METHODS AND PROCEDURE

3.1 NATURE OF THE STUDY

Research design refers to the systematic steps set up to accomplish the objectives of

the study. It was descriptive/survey type study. Descriptive research is used to obtain

information concerning the current status of the phenomena to describe "what exists"

with reference to variables or conditions in a situation. It involves collecting,

analyzing and interpreting of data to find the effects of visual aids in learning

performance of students at elementary level in district Peshawar.

3.2 POPULATION
147 schools of Peshawar district at elementary level were included in the population

of this study.

3.3 SAMPLING
In this research random sampling techniques were used for the collection of

information from the particular individuals that had the specific knowledge.

3.4 SAMPLE SIZE

Ten schools were randomly selected from district Peshawar through random sampling

and primary data was used for gathering information.

Similarly, ten students had selected from each school, so 100 students constituted the

sample size of the study.

3.5 INSTRUMENT USED

In this research the questionnaire was used to measure various parameters which

15
showed the effects of visual aids in enhancing the learning performance of the

students at elementary level in district Peshawar.

3.6 DESCRIPTION OF INSTRUMENT

Questionnaire consisted upon 20 items. The items were carefully and clearly designed

under the supervision of advisor.

The items of questionnaire were categorized into one main class i-e (Agree, Disagree,

Strongly agree, strongly disagree).

The prepared questionnaires were first tried out on the few fellows in order to remove

any ambiguity if it persists. The questionnaire was administered personally by the

researcher on 100 students of the selected schools.

3.7 DATA ANALYSIS

The collected information was recorded and tabulated, the incomplete responses were

omitted in editing and all the complete responses of the respondents were tabulated

and analyzed accordingly. The analysis had been expressed in percentages. This study

enables the researcher to make some recommendation for the improvement of visual

aids.

16
 CHAPTER-IV
DATA ANALYSIS AND INTERPRETATION
The study was descriptive in nature. This chapter deal with the presentation of the

data collected through the research instrument from the respondents (students) for

analysis and interpretation. Their responses were edited. tabulated with percentage

method and analyzed.

4.1 RESPONSES OF THE STUDENTS

Total number of selected students=100

Strongly Disagree Disagree Undecided Agree Strongly Agree Total

SDA DA UN AG SAG T
Table 4.1: Use of Visual Aids at Elementary Level

S. Items SDA DA UN AG SAG T (%)

No (%) (%) (%) (%) (%)
4.1.1 Use of visual learning aids 0 04 0 22 78 100
can make difficult ideas easy
to understand. (0) (4.0) (0) (22.0) (78.0) (100.0)

4.1.2 Use of visual learning aids 01 07 0 19 68 100

help in motivation
(1.0) (7.0) (0) (19.0) (68.0) (100.0)
4.1.3 Use of visual aids avoids 02 05 0 28 62 100
dullness.
(2.0) (5.0) (0) (28.0) (62.0) (100.0)
4.1.4 Use of visual aids brings 01 0 0 27 63 100
change in classroom
environment. (1.0) (0) (0) (27.0) (63.0) (100.0)

4.1.5 Use of visual aids provides 02 02 0 25 65 100

easy way to understand
difficult concepts. (2.0) (2.0) (0) (25.0) (65.0) (100.0)

4.1.6 Through the use of visual 0 07 0 23 71 100

aids provides students
participate actively as (0) (7.0) (0) (23.0) (71.0) (100.0)
compare to simple teaching.
Figures in parenthesis show the percentages.

17
 It can be observed in 4.1 table 1:

 Item 4.1.1 indicates that 100% students were agreed that the use of visual

learning aids can made difficult ideas easy to understand.

 Item 4.1.2 indicates that 87% students were agreed that the use of visual

learning aids

helped in motivation and according to 13% students were disagreed with the

statement.

 Item 4.1.3 indicates that 90% were agreed that use of visual aids avoided

dullness and according to 10% students were disagreed with the statement.

 Item 4.1.4 indicates that 90% students were agreed that use of visual aids

brought change in classroom environment however 10% student were

disagreed with the statement.

 Item 4.1.5 indicates that 90% students were strongly agreed that use of visual

aids provided easy way to understand difficult concepts however 10% students

were disagreed with the statement.

 Item 4.1.6 indicates that 94% students were agreed that through the use of

visual aids they were participated actively as compare to simple teaching

however 6% students were disagreed with the statement.

18
Table 4.2: Use of Visual Aids in Students’ Learning Performance

S. Items SDA DA UN AG SAG T (%)

No (%) (%) (%) (%) (%)
4.2.1 Using visual learning aids frequently 0 04 0 38 58 100
can raise students' learning
performance in classroom. (0) (4.0) (0) (38.0) (58.0) (100.0)

4.2.2 You understand more effectively with 0 07 0 23 23 100

the use of visual aids.
(0) (7.0) (0) (23.0) (23.0) (100.0)
4.2.3 Your subject teachers prepare and use 0 05 0 32 32 100
visual teaching aids in the learning
process. (0) (5.0) (0) (32.0) (32.0) (100.0)

4.2.4 Visual aids make learning effective in 0 0 0 46 46 100

classroom.
(0) (0) (0) (46.0) (46.0) (100.0)
4.2.5 If visual learning aids will be used 0 02 0 23 23 100
effectively, students’ learning
performance will be excellent. (0) (2.0) (0) (23.0) (23.0) (100.0)

4.2.6 Visual learning aids such as pictures 0 07 0 41 52 100

and real objects should be attractive
and portable so that to (0) (7.0) (0) (41.0) (52.0) (100.0)
encourage students to participate
fully during the learning process.
Figures in parenthesis show the percentages.
 It can be observed in 4.2 table 2:

 Item 4.2.1 indicates that 96% students were agreed that using visual learning

aids frequently can raised their learning performance in classroom however

4% student were disagreed with the statement.

 Item 4.2.2 indicates that 93% students were agreed that they understood more

effectively with the use of visual aids however 7% students were disagreed

with the statement.

 Item 4.2.3 indicates that 95% students were agreed that their subject teachers

prepared and use visual teaching aids in the learning process while 5%

students were disagreed with the statement.

19
 Item 4.2.4 indicates that 100% students were agreed that visual aids made

learning effective in classroom.

 Item 4.2.5 indicates that 98% were agreed that if visual learning aids would be

used effectively, their learning performance would be excellent while 2%

students were disagreed with the statement.

 Item 4.2.6 indicates that 93% students were agreed that visual learning aids

such as pictures and real objects should be attractive and portable so that to

encouraged them to participate during the learning process however 7%

students were disagreed with the statement.

20
Table 4.3: View’s of Teachers

S. Items SDA DA UN AG SAG T (%)

No (%) (%) (%) (%) (%)
4.3.1 Visual aids save students' time. 0 03 0 12 85 100
(0) (3.0) (0) (12.0) (85.0) (100.0)
4.3.2 Visual aids provide first-hand 0 05 0 53 42 100
knowledge to students.
(0) (5.0) (0) (53.0) (42.0) (100.0)
4.3.3 Visual aids provide more information 0 0 0 25 75 100
(0) (0) (0) (25.0) (75.0) (100.0)
4.3.4 Visual aids grow the accurate image 0 08 0 47 45 100
when the students see and hear
properly. (0) (8.0) (0) (47.0) (45.0) (100.0)

4.3.5 Students are involved in preparing 0 02 0 30 68 100

visual learning aids using locally
available resources. (0) (2.0) (0) (30.0) (68.0) (100.0)

4.3.6 No-use of visual learning aids 0 09 0 21 70 100

provides low quality learning
performance. (0) (9.0) (0) (21.0) (70.0) (100.0)

4.3.7 Use of visual aids provides direct 0 07 0 18 75 100

experience to the students.
(0) (7.0) (0) (18.0) (75.0) (100.0)
4.3.8 The general functions of visual 0 06 0 14 80 100
learning aids are that of delivering
message and creating sense of (0) (6.0) (0) (14.0) (80.0) (100.0)
understanding between the teacher
and the students.
Figures in parenthesis show the percentages.
 It can be observed in 4.3 table 3:

 Item 4.3.1 indicates that 97% students were agreed that visual aids saved their

time while 3% students were disagreed with the statement.

 Item 4.3.2 indicates that 95% students were agreed that visual aids provided

first-hand knowledge to them while 5% students were disagreed with the

statement.

 Item 4.3.3 indicates that 75% students were agreed that visual aids provided

21
 more information, while 25% students were disagreed with the statement.

 Item 4.3.4 indicates that 92% students were agreed that visual aids grown the

accurate image when they see and hear properly while 8% students were

disagreed with the statement.

 Item 4.3.5 indicates that 98% students were agreed that they were involved in

preparing visual learning aids using locally available resources while 2%

students were disagreed with the statement.

 Item 4.3.6 indicates that 91% students were agreed that no-use of visual

learning aids provided low quality learning performance however 9% students

were disagreed with the statement.

 Item 4.3.7 indicates that 93% students were agreed that uses of visual aids

provided direct experience to them, while 7% students were disagreed with the

statement.

 Item 4.3.8 indicates that 94% students were agreed that the general functions

of visual learning aids were that of delivering message and creating sense of

understanding between the teachers and the students, while 6% students were

disagreed with the statement.

22
 CHAPTER-V
FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter includes findings, conclusions, and recommendations which were drawn

from the analysis of the data.

5.1 FINDINGS
Information from the collected data about the effects of visual aids in enhancing the

learning performance in classroom at elementary level in District Peshawar led to the

following findings:

 It was found that 100% students were agreed that use of visual learning aids

can made difficult ideas easy to understand.

 The data revealed that 87% students were agreed that use of visual learning

aids helped in motivation, while 13% disagreed.

 The data revealed that 90% were agreed that use of visual aids avoided

dullness, while 10% disagreed.

 The data showed that 90% students were agreed that use of visual aids brought

change in classroom environment, while 10% disagreed.

 The research indicated that 90% students were agreed that use of visual aids

provided easy way to understand difficult concepts, while 10% disagreed.

 The data revealed that 94% students were agreed that through the use of visual

aids they were participated actively as compare to simple teaching, while 6%

disagreed.

 The research showed that 96% students were agreed that using visual learning

23
 aids frequently can raise their learning performance in classroom, while 4%

disagreed.

 It showed that 93% students were agreed that they understood more

effectively with the use of visual aids, while 7% disagreed.

 The data showed that 95% students were agreed that their subject teachers

prepared and use visual teaching aids in the learning process while 5%

disagreed.

 It was found that 100% students were agreed that visual aids made learning

effective in classroom.

 The research showed that 98% students stated that if visual learning aids

would be used effectively, their learning performance would be excellent,

while 2% disagreed.

 The data showed that 93% students stated that visual learning aids such as

pictures and real objects should be attractive and portable so that to

encouraged them to participate during the learning process, while 7%

disagreed.

 The data showed that 97% students say that visual aids saved their time, while

3% disagreed.

 It was found that 95% students were agreed that visual aids provided first-

hand knowledge to them, while 5% disagreed.

 The data showed that 75% students stated that visual aids provided more

information, while 25% disagreed.

 The data has revealed that 92% students were agreed that visual aids grown

the accurate image when they see and hear properly, while 8% disagreed.

24
 The data showed that 98% students stated that they were involved in preparing

visual learning aids using locally available resources, while 2% disagreed.

 The data has revealed that 91% students stated that no-use of visual learning

aids provided low quality learning performance, while 9% disagreed.

 The research found that approximately 93% students stated that uses of visual

aids provided direct experience to them, while 7% disagreed.

 The data revealed that 94% students stated that the general functions of visual

learning aids were that of delivering message and creating sense of

understanding between the teachers and the students, while 6% disagreed.

5.2 CONCLUSION
Based on the findings of the study, the following conclusions were made:

The majority of the respondents viewed that use of visual learning aids can made

difficult ideas easy to understand. More than half of the respondents revealed that use

of visual learning aids helped in motivation. Most of the respondents revealed that use

of visual aids avoided dullness. Most of the respondents were agreed that use of visual

aids brought change in classroom environment. Most of the respondents were agreed

that use of visual aids provided easy way to understand difficult concepts. Most of the

respondents revealed that through use of visual aids they were participated actively as

compare to simple teaching. Majority of the respondents were agreed that using visual

learning aids frequently can raise students learning performance in classroom. Most of

the respondents were agreed that students understand more effectively with the use of

visual aids. Majority of the respondents were agreed that use of visual aids made

learning effective in classroom. Majority of the respondents revealed that if visual

learning aids would be used effectively, students' learning performance would be

excellent. Most of the respondents said that visual learning aids such as pictures and

25
real objects should be attractive and portable so that to encouraged them to participate

during the learning process. Majority of the respondents were agreed that use of visual

aids made learning effective in classroom. Majority of the respondents viewed that

visual aids saved their time. Majority of the respondents revealed that visual aids

provided first-hand knowledge to them. More than half of the respondents believed

that visual aids provided more information. Most of the respondents revealed that

visual aids grown the accurate image when students' see and hear properly. Most of

the respondents were agreed that no-use of visual learning aids provided low quality

learning performance. Most of the respondents revealed that visual aids provided

direct experience to students. Most of the respondents said that the general functions

of visual learning aids were that of delivering message and creating sense of

understanding between the teachers and the students.

On the whole the results suggests that teachers should use visual learning aids in

classroom for clearing the concepts of learners which will effects their performance

and then their performance would be better as compare to the previous.

5.3 RECOMMENDATIONS
On the basis of findings and conclusions of the study following are the suggestions for

the improvement of students' learning performance.

i. Teachers may prepare and use visual learning aids.

ii. Teachers may use such type of visual learning aids which can help in

motivation.

iii. Teachers may use such type of visual aids which can provide easy way to

understand difficult concept.

iv. Teachers may use such type of visual aids through which students' understand

more effectively.

26
v. Teachers may use such type of visual aids which can provide more

information.

vi. Teachers may use such type of visual aids which provide high quality learning

performance.

vii. Teachers may use such type of visual aids which can deliver message and

create sense of understanding.

27
 REFERENCES

SAdeyanju, J. L. (1987). Creativity learning and learning styles. Isola Ola & Sons:

Zaria. Agun, &. (1977). Educational Technology in Nigerian Teacher Education.

NERDDC Press, I ages.

Alyani, G. S. (2015). Impact of visual aids' in enhancing the learning process.

Pakistan: published by 11STE Organization.

Arora, A. (2013). Impact of Audio-Visual aids on students at University Level.

http://www.altius.ac.in/pdf/56.pdf.

Burrow, T. (1986). Horizons in Human Geography. London: Macmillan Education

UK. Chacko, I. (1981). Learning Outcomes in secondary school mathematics related

to teacher and student characteristics. Unpublished PhD Thesis University of Ibadan,

Ibadan. Chorley, R. J. (1966). Models In Geography. Methuen: London.

Cuban, L. (2001). Computers in the classroom, Cambridge, M.A. Harvard University

Press. Retrieved from http://www.webpages. uidaho.edu/mbolin/akerele-afolable.htm

Entwistle, H. (1970). Child-centered Education. USA: Rutledge Library Editions

Education. Fetter, K. A. (1987). Teaching and Learning with Visual Aids. London:

Macmillan Education Ltd.

Jain, P. (2004). Educational Technology. Delhi: Moujpur publication.

Kishore, N. (2003). Educational technology. New Delhi: Abhishek Publication.

Koc, M. (2005). Implications of learning theories for effective technology integration

and pre service teacher training. A critical litrature review, Journal of Science

Education, 2, (1), 1-16. Kunari, C. (2006). Methods of teaching educational

Technology. New Delhi: Rawat Publication. Mayer, R. a. (2000). A Learner Centered

28
Approach to Multimedia Explanations. Retrieved from Privering Instructional Design

Principles from cognitive theory:

http://imej.wfu.edy.articles/2000/ 2/05/ index.asp.

Mohanty, .1. (2001). Educational Technology. New Delhi: Publish by Rajouri garden.

IVIosha, H. J. (2006). Planning for Education Excellence. Dar es Salaam: E and D

Ltd..

Mtana, N. M. (2004). Teaching and Learning in Primary Education in Tanzania

MOEVT. dra751'.r es

Salaam: Ecoprint.

Nacino, R. B. (1982). Selecting Instructional Materials for teaching. London:

Macmillan Education-L T D

Paiviio, A. (1990). Mental Representations: A dual coding approach (2nd ed). New

York: Oxford University press.

Ranasinghe, A. I. (2009). The benefit of integrating technology into the classroom.

International Mathematical Forum, 4, (40), 1955-1961.

Rasul, S. B. (2011). A Study to Analyze the Effectiveness of Audio Visual Aids in

Teaching Learning Process at University level. Retrieved from Procedia - Social and

Behavioral Sciences:

http://ac.els-cdn.com/S1877042811024554/1-s2.0-S1877042811024554-main.pdf

Rather, A. (2004). Essential Instructional Technology. New Delhi: published by

Darya gaj. Singh, Y. (2005). Instructional Technology in Education. New Delhi:

published by Darya gunj .

29
 APPENDIX-A

QUESTIONNAIRE FOR STUDENTS

Topic: Effects of Visual Aids in Enhancing the Learning Performance of

Students at Elementary Level in District Peshawar

Name: __________________ Class: ________________________________

Age: __________________ Name of Institution: _____________________

Strongly Disagree Disagree Undecided Agree Strongly Agree

SDA DA UN AG SAG
4.1 Use of Visual Aids at Elementary Level:
4.1.1 Use of visual learning aids can make difficult ideas easy to understand.
SDA DA UN AG SAG

4.1.2 Use of visual learning aids help in motivation.

SDA DA UN AG SAG

4.1.3 Use of visual aids avoids dullness.

SDA DA UN AG SAG

4.1.4 Use of visual aids brings change in classroom environment.

SDA DA UN AG SAG

4.1.5 Use of visual aids provides easy way to understand difficult concepts.
SDA DA UN AG SAG

4.1.6 Through the use of visual aids provides students participate actively as
compare to simple teaching.
SDA DA UN AG SAG

30
4.2 Use of visual aids in students' learning performance:
4.2.1 Using visual learning aids frequently can raise students' learning performance
in classroom.
SDA DA UN AG SAG

4.2.2 You understand more effectively with the use of visual aids.
SDA DA UN AG SAG

4.2.3 Your subject teachers prepare and use visual teaching aids in the learning
process.
SDA DA UN AG SAG

4.2.4 Visual aids make learning effective in classroom.

SDA DA UN AG SAG

4.2.5 If visual learning aids will be used effectively, students’ learning performance
will be excellent.
SDA DA UN AG SAG

4.2.6 Visual learning aids such as pictures and real objects should be attractive and
portable so that to encourage students to participate fully during the learning
process.
SDA DA UN AG SAG

4.3 View’s of Teacher:

4.3.1 Visual aids save students' time.
SDA DA UN AG SAG

4.3.2 Visual aids provide first-hand knowledge to students.

SDA DA UN AG SAG

31
4.3.3 Visual aids provide more information
SDA DA UN AG SAG

4.3.4 Visual aids grow the accurate image when the students see and hear properly.
SDA DA UN AG SAG

4.3.5 Students are involved in preparing visual learning aids using locally available
resources.
SDA DA UN AG SAG

4.3.6 No-use of visual learning aids provides low quality learning performance.
SDA DA UN AG SAG

4.3.7 Use of visual aids provides direct experience to the students.

SDA DA UN AG SAG

4.3.8 The general functions of visual learning aids are that of delivering message
and creating sense of understanding between the teacher and the students.
SDA DA UN AG SAG

Instruction: Put a tick on correct one.

32
 APPENDIX-B

LIST OF SELECTED SCHOOLS

 Aziz Jan Institute of Learning and Collage Hayatabad Peshawar.

 Working Folks Grammar School and Collage Hayatabad Peshawar.

 Racine's School System Hayatabad Peshawar.

 Peshawar Model Girls High school Peshawar.

 Frontier Grammar School Gulabad Peshawar.

 Police Public School &College Jamrud Road Peshawar.

 Hayatabad Model School Hayatabad Peshawar.

 The Smart School Canal Town, Nasir Bagh Road Peshawar.

 IBA School System Nasir Bagh Road Peshawar.

 Forward Model School Hayatabad Peshawar.

33