No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Utilising Audio Visual Aids to make learning Easy and Effective in Primary Education
Abstract
At primary level vocabulary of child is not developed enough to understand the lectures given by teachers in classroom. At this level communication is generally one sided, child generally do not reply to teacher due to the fear and hesitation. Such type of situation is not favourable for learning, usually it inhibits the learning. At primary level teaching can be effective when it activates all the sensory organs of child. Using Audio Visual aids can be useful for making learning easy, effective and permanent. Role of teachers is very important in using technology because on one side if it is used appropriately, it can make the learning interesting, but on other side if not used properly then it can distract the mind of young children. In India teachers are not trained in a way to make use of Audio Visual aids. Paucity of funds and attitude of teachers, parents, school management and Govern- ment is making the problem wider. Only few private schools are trying the concept of AV aids in teaching but only limited students belonging to elite class can approach to them due to their heavy fee structure. Responsible member of society especially teachers should come forward to make the Audio Visual aids popular among students teachers and parents.
... A common problem that was pointed out in numerous studies is the selection of appropriate audio-visual aids in light of the multitude of audio-visual aids available. This is because there seems to be an overuse of audio-visual aids since they are readily available and not all audio-visual aids deliver the outcomes expected (Awasthi, 2014;Capper, 2003;Mathew & Alidmat, 2013). ...
... Teachers often had to download the audio-visual aids beforehand to ensure unobstructed playback. Awasthi (2014) pointed out that attitude of teachers and school management as well lack of fund are among the common obstacles in the use of audio-visual aids for teaching. Similarly, this study unveiled insufficient resources and internet connectivity which lead to elaborate measures for teachers to use audio-visual aids, thus negatively impacting their attitude and intention towards the use of such aids. ...
... Collection of suitable audio-visual aids can be a collaborative effort and securing portable LCD projectors and laptops is crucial. Budget allocation for such purpose should be looked into (Awasthi, 2014;Capper, 2003). ...
The study investigates the effectiveness of audio-visual aids in teaching the topic of reproduction, a lower secondary science topic, in a rural secondary school in Miri, Sarawak. The study is a quasi-experiment with questionnaire survey to provide insight into perception of the experimental group on audio-visual aids. Study participants consisted of 30 Form 3 students of evenly distributed academic performance, with 15 in control group and 15 in experimental group. Students in control group were taught using chalk and talk method while students in experimental group were taught using audio-visual aids. Pre- and post-assessments were administered to the students in both group to monitor how the two teaching approaches affected students’ test results. A survey was conducted among students in experimental group to gauge their perceptions towards the use of audio-visual aids in teaching. The pre- and post-assessment results were analyzed with ANOVA while the survey findings were analyzed with Pearson correlation. SPSS was used for the statistical analyses. The study shows that audio-visual aids are effective in increasing the understanding of students as indicated in the significantly improved
marks for post-assessment in the experimental group. Students were observed to be more attentive when audio-visual aids were played. Majority of students in the experimental group agreed that the use of audio-visual aids increased their interest and ability to remember the contents. The students in general expressed that they were motivated to learn if audio-visual aids were incorporated in the teaching and learning process. This study contributes to teaching of lower secondary science in rural schools by suggesting that teachers in rural secondary schools could download the audio-visual aids prior to using them in lesson delivery and the aids should undergo review to ensure appropriateness. In rural schools, financial allocation and maintenance of portable hardware for display of the audio-visual aids in teaching and learning should be
looked into for the betterment of teaching and learning.
... This is possible due to the use of media models which strengthens the concepts in student worksheets, thereby making it easy to understand the material being studied. This result is consistent with Awasthi (2014) who explained that learning via the audio-visual media is easy, effective, and permanent because it activates all sensory organs. The use of audiovisual video media for learning is, therefore, more acceptable based on the large contribution of this method to learning. ...
This study aimed to evaluate learning outcomes of drawing orthographic projections between two groups of students: one group that learnt orthographic projections via audio-visual media and the other group through written material. An experimental design was used to determine the percentage increase in learning outcomes of both methods with factorial values. The samples were students from State Vocational High School (S-VHS) and Private Vocational High School (P-VHS) of Semarang city, Indonesia. The control group and the experimental group had 30 students each. Data analysis was carried out using two-way ANOVA with interaction and descriptive statistics. The results showed that there were significant differences in learning
outcomes in orthographic projections. The findings of the study showed the highest increase in learning outcomes was in S-VHS at 61.06% (high category), followed by PVHS with 52.04%
(high category). The P-VHS students who received written teaching materials scored 43.34% (sufficient category), while S-VHS scored 37.86% (enough category). Based on these results, it was concluded that audio-visual media can be used to improve students' competency drawing orthographic projections
... A common problem with most of the studies is the selection of appropriate audio-visual resources in light of the multitude of audio-visual at teachers' disposal in the 21st-century technology-driven society. Studies (Awasthi, 2014;Mpungose, 2020;Olagbaju & Popoola, 2020) have established that there can be overuse or abuse of audio-visual resources in instructional delivery because it is not all audio-visual resources that can deliver the outcomes expected. Other studies have investigated the relationship between face-to-face and face-to-screen or online instruction and students' learning outcomes. ...
In compliance with laid down safety guidelines to contain the massive spread of COVID-19 in the Gambia, teaching and learning activities through the traditional face-to-face instructional mode in Gambian Universities have been disrupted. Subsequently, ICT-driven remote instruction was adopted by most tertiary institutions. Despite this intervention, technical and internet-related problems have largely hampered the smooth delivery of lectures through the face-to-screen channel. This has dire implications for students' interest and attitude to learning. Therefore, this study examined face-to-face and face-to-screen modes of instruction as predictors of students' interest and attitude toward learning in Gambian Universities. Three research questions were raised and data were collected with ICT using online survey comprising 115 participants. The results showed that face-to-face instruction contributed more to students' interest and attitude toward learning than the face-to-screen mode. The study also found that students prefer the remote channel of instruction to the conventional face-to-face mode. Also, Gambian undergraduates perceived the influence of both face-to-face and face-to-screen instruction on their interest and attitude toward learning as positive. Therefore, it was recommended that the face-to-screen mode of instruction should be retained and progressively used alongside face-to-face instruction in conventional universities in post-COVID 19 Gambia.
... This result is inconsistent with Bertram (2010), Broughton, et, al. (2003), Navarro (2008), andMcCormick (2007) who stated that using teaching media can improve students' reading comprehension. It proves that teaching media also has some weaknesses from distracting students' mind from subject matter, reducing the role of teachers, to failing to describe abstract words (Deepa, 2014). From those three results, it can be summarized that using pre-questioning itself or combined with teaching media is effective in improving students' reading comprehension. ...
p> The objective of this study was to investigate the effect of pre-questioning and students perception on teaching media towards students’ reading comprehension in private vocational high school Tangerang . The students were in the relevant grade ( second grade ) during a period of three months in which this study was conducted. The writer used survey method in this study. Data collection were conducted by taking the test and distributing questionnaires. The data were processed and analyzed by using statistic descriptive, normality test, linearity test, Multicorrineality test, and hypotheses test. Statistic test uses t test and F test. The research shows that there is an effect of students pre-questioning and students perception on teaching media altogether towards reading comprehension with the regression analisis: = 34,89 + 0,408 X <sub>1</sub> – 0.056 X<sub>2</sub>. Whenever there is a rise in the value of pre-questioning, there will be a rise in the level of students’ reading comprehension of 0,408 and whenever there is an increase in the value of students perception on teaching media, there will be a decrease in students’ reading comprehension for 0,056. </p
... Creating a power point presentation can also be time consuming. Due to time consumption, teachers may face constraint to use AVMs (Anubha, 2015 andDeepa, 2014). ...
The purpose of this study was to explore factors impede teachers’ effective use of AVMs to teach ESS at Abba Pascal Girls’ School. The subjects used were 2 English teachers of grades 5, 6, 7 & 8 and sampled students. The grades had 2 sections that encompassed 50 students each. Convenience & systematic sampling techniques were employed to select the school & 32 informants among the population of 400. To get the exact number of the participants which are 4 of each section, the researchers divided the population’s number of the sections into the numbers of each student’s representation accordingly: 50÷4 = 12.5. Thus, every Nth participant was selected systematically according to their attendance lists. Therefore, 4 informants from each section were taken in the intention of the researchers. Both the teachers were directly taken as participants due to the manageable number of entire population. Then, the researchers employed mixed research approach after collecting data through questionnaire, interview & classroom observation. Quantitative data were analyzed in percentages; while qualitative were thematically organized & categorized in a statement form. Conclusion & recommendations were forwarded based on the findings. The findings are learning ESS using AVMs benefit teachers & students. Conversely, the challenges drawback teachers’ effective use of AVMs were underpinned in categories of, the challenges related to classroom, gadgets, teachers & students. Therefore, stakeholders of the school should facilitate technical training sessions for teachers & consider the class size. Finally, the windows of the classrooms should be painted with non-translucent paints.
... The former is concerned with both pupils and teachers. The traditional concept of teacher as the only source of knowledge has now gone undergone a change due to the advancement in science and technology [2]. ...
With the emerging demand and importance of science and technology, it has become mandatory for all the individuals, especially for those who are university students to be familiar with digitalization. The current study highlights and investigates the utilization of digital technology application in universities of Islamabad and Rawalpindi. The population of the current study is male and female students selected from the institutes of higher education of Islamabad and Rawalpindi. A sample of 80 students from public sector universities and 80 students from private universities have been selected through stratified sampling technique. The data has been collected by 5-point Likert Scale questionnaire. The results of the study indicate that most of the universities are using ICT tools in their teaching and learning system and these tools are proving very useful for the teachers and students. However, some of the adverse effects are also reported in the study like excessive use of internet inhibit the study habits. Keywords: Audio Visual Aids, Pakistan, Students, Technology, Universities
This study aims to determine the effect of the Quantum Learning model assisted by audio visual media on the self efficacy of V grade student in social studies subject in Elementary School at Gugus III Tembuku, Bangli in academic year 2019/2020. This research is a quasi experimental study with a nonequivalent posttest only control grup design. The population in this study were all class V students of Gugus III Tembuku, Bangli in academic year 2019/2020 as many as 186. The research sample consisted of 34 students in class V of SD Negeri 5 Yangapi As an experimental grup and fifth grade students of SD Negeri 1 Yangapi as a control group amounted to 26 students. This research uses data collection methods with non test techniques. The non-test technique used was a questionnaire to look for self-efficacy data for fifth grade students in social studies subjects. The data of this study were analyzed with descriptive analysis techniques and inferential statistics (t-test). The average acquisition of the experimental group questionnaire was 98, while the average results of the control group questionnaire was 89, 96. Based on the significance level of 5% and dk = 58, it was obtained ttable = 2.001 while the value of tcount = 4.935. So tcount> ttable which proves that H0 is rejected and H1 is accepted. Thus, it can be concluded that there is an influence of the Quantum Learning model assisted by audio visual media on the self efficacy of Grade V students in Social Sciences Elementary School Gugus III Tembuku, Bangli in academic year 2019/2020.
Storytelling is usually done by guardians or adults, such as a teacher to the students, sister to sister/brother, or parent to child, either using books, pictures or other aids. Lately, there are some media or aids are found which are designed by using mobile web. The purpose of designing and building this English learning media particularly for storytelling based on the mobile web is to help students the aged 10 years and older to learn English through fairy tales and to facilitate the students in reading fairy tales. The application of storytelling based on mobile web can be used as a media to deliver a fairy tale by using the smartphone as a media delivery. Through this media, students aged 10 years and older can read and find their own stories, the ones they want, anytime and anywhere easily. This media can be accesed on www.storytelling.890m.com.
ResearchGate has not been able to resolve any references for this publication.