Use of audio visual aids for effective teaching of biology at secondary schools level

Abstract

Introduction At present education is under constant changing and multiplicity in policies, methods and procedure can be clearly observed. At different levels of education system change is always welcomed as per required but change should always be in harmony with certain aspects i.e. society, religion, state etc. The present situation calls for comprehensive change in almost every level of education so that practical and dynamic approach can be given to existing and new field of education. The crux of this modern education is to awaken the hidden curiosity and interest of the learner, nourishing his behaviors, attitudes and believes in order to develop basic and essential skills of life long learning and ability to think critically and to judge himself and others in a more beneficial manner. Students should be given confidence to ask, inquire, explore and be creative and initiators. Infect an inquisitive mind is the beginning to life long learning that surely leads to success. Before modern education was incorporated students was passive listener and teacher was autonomous body who knows what, when and how of education. But in recent years the superiority is shifted towards students. Use of audiovisual aids is preferred as they are considered as 85% of whole teaching and learning (Jadal, 2011). They keep the individual learner focused on what is being taught by the teacher in the classroom session. Audiovisual 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 brings maximum knowledge for the individual. Jerome Bruner a psychologist at New York University advocates, research has shown that people remember, o 10% of what they hear o 20% of what they read o 80% of what they see and do (Lester, 2012) Audiovisual aids are most effective tools for developing flawless communication and interaction between student and content as well as student and teacher. These aids not only help to save the time of teacher but also help in developing and arousing curiosity, creativity & motivation. It emphasizes on the comprehension of knowledge and concept as well as keeps working on developing sound foundations for higher and further studies. History of AudioVisual Aids While turning the pages of history we find people learning through their sense perception almost since the dawn of human civilization. Infect the concept of using audiovisual aids to communicate has long been used when man was hunting for food in jungles, they track and run after the wild animals, while chasing and going deep in to jungle; man places a kind of symbol stone or any other identified piece of mark that can help the other members to follow the exact path (Sampath, Pannneerselvam, Santhan, 1998). Archaeologist discovers different cave paintings that almost depict the whole civilization. The people of that time utilize carving and painting to communicate their culture and traditions to coming generations. In the same manner Egyptian pyramids and sphinx represents the statue of a pharaoh with the body of lion and a human face. These huge visual aids try to communicate, to every new generation, the pharaoh's autonomy and sovereignty. Man is successfully using audiovisual aids while searching and discovering new fields of knowledge ranging from mathematics, sciences, and astronomy to the discovery of continents and other places. Ibn Battuta, Zheng He, Columbus

Full text

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10597
Introduction
At present education is under constant changing and
multiplicity in policies, methods and procedure can be clearly
observed. At different levels of education system change is
always welcomed as per required but change should always be
in harmony with certain aspects i.e. society, religion, state etc.
The present situation calls for comprehensive change in
almost every level of education so that practical and dynamic
approach can be given to existing and new field of education.
The crux of this modern education is to awaken the hidden
curiosity and interest of the learner, nourishing his behaviors,
attitudes and believes in order to develop basic and essential
skills of life long learning and ability to think critically and to
judge himself and others in a more beneficial manner.
Students should be given confidence to ask, inquire, explore
and be creative and initiators. Infect an inquisitive mind is the
beginning to life long learning that surely leads to success.
Before modern education was incorporated students was passive
listener and teacher was autonomous body who knows what,
when and how of education. But in recent years the superiority
is shifted towards students. Use of audio-visual aids is preferred
as they are considered as 85% of whole teaching and learning
(Jadal, 2011). They keep the individual learner focused on what
is being taught by the teacher in the classroom session.
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 brings
maximum knowledge for the individual.
Jerome Bruner a psychologist at New York University
advocates, research has shown that people remember,
o 10% of what they hear
o 20% of what they read
o 80% of what they see and do (Lester, 2012)
Audio-visual aids are most effective tools for developing
flawless communication and interaction between student and
content as well as student and teacher. These aids not only help
to save the time of teacher but also help in developing and
arousing curiosity, creativity & motivation. It emphasizes on the
comprehension of knowledge and concept as well as keeps
working on developing sound foundations for higher and further
studies.
History of Audio-Visual Aids
While turning the pages of history we find people learning
through their sense perception almost since the dawn of human
civilization. Infect the concept of using audio-visual aids to
communicate has long been used when man was hunting for
food in jungles, they track and run after the wild animals, while
chasing and going deep in to jungle; man places a kind of
symbol stone or any other identified piece of mark that can help
the other members to follow the exact path (Sampath,
Pannneerselvam, Santhan, 1998).
Archaeologist discovers different cave paintings that almost
depict the whole civilization. The people of that time utilize
carving and painting to communicate their culture and traditions
to coming generations. In the same manner Egyptian pyramids
and sphinx represents the statue of a pharaoh with the body of
lion and a human face. These huge visual aids try to
communicate, to every new generation, the pharaoh’s autonomy
and sovereignty.
Man is successfully using audio-visual aids while searching
and discovering new fields of knowledge ranging from
mathematics, sciences, and astronomy to the discovery of
continents and other places. Ibn Battuta, Zheng He, Columbus
Elixir
Leadership Mgmt.
50 (2012) 10597
-
10605
Use of audio visual aids for effective teaching of biology at secondary schools
level
Samreen Akram and Sufiana and K. Malik
Education Department, National University of Modern Languages.
AB S T RA C T
The purpose of present study was to explore and to compare public and private biology
teachers’ views about use of audio visual aid in teaching of Biology at secondary school
level. The data for the study was collected from secondary schools teachers of biology. The
results of present study show that there is a positive relationship between facility of audio-
visual aids and the teacher’s attitude. The findings report that secondary schools teachers of
biology do realize the importance using audio visual aids in teaching of biology. However,
finings reported that teachers of public sectors were more familiar about the importance of
use of audio visual aids for teaching of biology than private sector teachers. It was
concluded that in public sector school all teachers were trained as only trained teachers were
appointed at public sector schools at secondary level. Finding further reported that there
were no proper facilities of audio visual aids for biology teaching. Results further inferred
that utilization of audio-visual aids in teaching of biology was very effective as it increases
the level of interest and enhances motivation for learning in students and the only visual aid
available at maximum secondary school was black board.
© 2012 Elixir All rights reserved.
Leadership Management
AR T I CL E I N F O
Art i c le h is t o ry :
Received: 13 August 2012;
Received in revised form:
16 September 2012;
Accepted: 26 September 2012;
Ke y w or d s
Secondary school,
Audio-visual aids,
Filmstrips.
Available online at www.elixirjournal.org
Tele:
E-mail addresses: education_peace@yahoo.com
© 2012 Elixir All rights reserved

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10597
and many other voyagers use maps, charts, and compass to
define their position. All of these are widely used today by
teachers in teaching learning sessions (Prasad, 2005)
Desiderious Erasmus a Dutch writer and teacher (1466-
1536) strongly opposes the concept of memorizing and naming
it as learning rather he suggest to teach children through the use
of pictures or other visual aids (Selvi, 2007)
J.A. Comenius (1592-1670) entirely reformed the existing
education system by preparing the first “Picture/visual
Textbook”. The book contains almost 150 pictures portraying
everyday life. The book receives so much of publicity that it was
used world wide for childhood education (Pannneerselvam,
1998).
Rousseau (1712-1778) also advocates the use of pictures
and things instead of mere teacher’s words. Pestalozzi (1756-
1827) put the theory into action in “Object Method” proposed by
Rousseau i.e.” Teaching process must be directed to the
learner’s natural curiosity” (Pannneerselvam, 1998).
British educator Eric Ashby (1967) identified four revolutions in
education system (Singh, Sharma, Upadhya, 2008);
- 1
st
: Task of education shifted from parents to teacher and from
home to school.
- 2
nd
: Adopting written words as tool of education.
- 3
rd
: Advancement and invention of print media i.e. printed
textbooks.
- 4
th
: Induction of electronic technology in education and
improved means of communication
Many attempts were made for the effective use of audio-
visual aids in teaching learning sessions, but serious
development can be viewed by the mid of 19
th
century. By 1929
sound motion films were used in classrooms for teaching
purposes (Pannneerselvam, 1998). Beyond doubt audio-visual
aids proved to be very beneficial in almost all the field of
knowledge. They appeal to the senses especially hearing and
looking. It is not wrong to say that human senses are doorways
to acquire knowledge, therefore when something appeals to
senses curiosity increases which lead to clear and concrete
understanding of the concept.
Defining of Teaching Aids
In educational literature more than few terms can be used,
alternatively, for audio-visual aid i.e. educational technology,
audio-video media, and instructional technology, learning
resources, audio-video equipments, communication technology
and educational media (Selvi, 2007)
Basically all these terminologies lead to the same edge i.e.
teaching aids that are widely used by teachers, guide, facilitators
and tutors to complement their words that ultimately helps
learner to improve learning and to stay focused, clear and
curious always.
In early years the only term used for teaching aids was
audio-visual aids but with the advancement and opening of new
horizons in the field of electronic technology and
communication media, new and improved equipments and aids
for teaching and learning was developed, instead of mere
teaching aids improved terms were used i.e. educational or
instructional technology etc.
Educational technology refers to the use of any technology
in classroom which helps in increasing the pace of learning and
results in helping teacher to teach less and learner to learn more
(Singh, Sharma, Upadhya, 2008).
Audio-visual aids are good means of communicating with
people and students. Audio-visual aids facilitate and assist the
regular and traditional teaching session. They help in
maintaining and retaining student’s interest almost till the very
end of the classroom session.
The use of audio-visual aids in classroom or other training
sessions improves the performance of the students. When a
teacher gives maximum exposure along with different
perspectives; using variety of audio-visual aids for particular
concept maximum students receives success in comprehending
such lecture.
Audio-visual aids are tool or mechanics used to facilitate
the learning experience of the individual and to make it more
realistic and dynamic (Kinder, 1959)
Pros of Audio-Visual Aids
An old Chinese proverb goes like one picture had more
worth then thousand words, indeed if teacher uses words along
with pictures students are better able to grip the crux of the
concept earlier.
When an audio-visual aid is practiced by the teacher, there
must be some benefits and advantages of using it. Some
commonly known pros of using audio-visual aids are expressed
in opinions of following scholars:
Helps in comprehension by bringing the child in a direct contact
with the concept and how it actually works in real life situations
(Kinder, 1959).
Student is more attentive, motivated and interested as
compared to that classroom session that is in function without
the use of audio-visual aids (Sampath, Pannneerselvam and
Santhan, 1998).
Conceptualizing is clearer and concrete as the use of audio-
visual aids appeals, activates and utilizes the five senses of
individual student i.e. see, hear, touch, taste and smell (Prasad,
2005).
While use of audio-visual aids provide freedom to the
students i.e. students discuss, comment and express their opinion
which they cannot while a typical teacher lecture is in progress;
at the same time this discussion helps them in developing
language other then mother tongue, gaining confidence by
probing and showing tolerance to opposite opinions (Sampath,
Pannneerselvam and Santhan, 1998).
Using audio-visual aids improves teachers’ performance by
saving time and energy (Brown, lewis and Harcleroad 1985).
Prasad (2005) advocates that audio-visual aids provide basic
means of planning, organizing and invigorating the curriculum.
The basic aim of education must be to lead students towards self
learning and life long learning and this aim can be achieved
through the use of audio-visual aids as it improves the learning
capacities of individual students i.e. learning experience that is
worth memorable (Singh, Sharma, Upadhya, 2008).
Retention rate of the students increases by the use of audio-
visual aids (Prasad, 2005).
Activity based learning leads to critical thinking, reasoning,
creativity and the development of inquisitive mind which is the
real aim of education. Audio-visual aids entail activity for
teacher as well as for students that keep them attentive and
motivate them to think and inquire resulting in deep
comprehension about what is being taught (Mangal S, 2008).
Handling and manipulating of audio-visual aids by students help
them develop working habits (Kinder, 1959).
Use of audio-visual aids provides students with
opportunities to think speak and interact without fear and
hesitation with teacher and peers resulting in students’
personality development (Brown, Lewis, Harcleroad, 1985).
Audio-visual aids help in maintaining the class discipline as
every of the student is focused and attentive towards learning.
When teacher lecture the students they get bored and start

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10598
whispering that brings indiscipline in the classroom (Prasad,
2005).
Cons of Audio-Visual Aids
Using of audio-visual aids seems very essential in today’s
education; individuals of 21
st
century belong to virtual age
brackets. They experience video games, online learning and
computerized programming ranging from classroom learning to
every shopping mall. It is often experienced in daily life that
children love to watch an educational movie than to read a book.
To meet this end teacher incorporate audio-visual aids i.e.
models, video presentation, power point slides show etc in the
classroom sessions. But all these and other teaching aids carry
along with them many disadvantages, therefore along with
merits one must keep the demerits of using audio-visual aids in
mind. By an effective and timely use of audio-visual aids one
can better able to eliminate following deserting aspect of using
audio-visual aids in classroom:
While any specific audio-visual aid is in operation for say,
Over Head projector; any technical problem may hit all of
sudden. Projector bulb may burn out. Desired sound and color
missed while using a multimedia or if using a Digital Video Disc
(DVD) or Compact Disc (CD) they may not well-match your
players. Therefore possibility of technical problems is higher
(Prasad, 2005).
Critiques believe that audio-visual aids carry high rate of
attractiveness that results in child being diverted from desired
path of learning and lost in recreation and fantasy (Mangal S,
2008).
Most of the schools suffer budget constraints and as the fact
is clear i.e. audio-visual aids are expensive; it is impossible to
make adequate availability of such aids in every classroom
(Kinder, 1959).
Brown, Lewis and Harcleroad (1985) states that activity
supplemented by audio-visual aids is completely mere waste of
time and resources if choice of desired audio-visual aids is not
possible. Suppose a teacher is to teach about specific culture of a
particular area using a map is a waste full activity rather charts
with pictures of traditional dresses, food and life style etc can be
beneficial.
Preparing audio-visual aids require substantial amount of
time. Making your very own transparencies, slides, films,
posters, charts or any other teaching aid is very time taking.
While arranging them teacher totally overlooks the importance
of developing clear and well-organized lesson plan (Sampath,
Pannneerselvam and Santhan, 1998).
Displaying too many of audio-visual aids simultaneously in
a single class can be very confusing for students and even for
teachers’ as well. Concepts can overlap and can lead to
misunderstanding and poor retention (Sampath, Pannneerselvam
and Santhan, 1998).
Mangal S (2008) describes that selection of appropriate
audio-visual aids in relation with the age group of students is
very rare. Often teachers are not aware about particular audio-
visual aids that are most suitable for young kids, grown-ups and
higher grade students. Suppose flashcards and pictorials are
good for young taught but if a teacher selects them for 9
th
grade
level it will surely be not appropriate.
Teachers when use audio-visual aids overlook the aspect of
explanation rather consider audio-visual aids as self-explanatory.
But explanation at every level of learning is a must. Suppose if a
diagram of heart is shown to the students and if it is wrongly
labeled, instead of passing concrete concept it will lead to
misinformation (Prasad, 2005).
The human being is curious by nature so as student too.
Students are always enthusiastic and eager to see, touch and hear
new things. When a teacher chooses to supplement the lecture
with audio-visual aid; managing the class happened to be very
difficult task. Suppose if a teacher is to show model of atom then
controlling the excitement of the students is must, and if not the
teachers’ effort go in vain (Prasad, 2005).
Using inappropriate audio-visual films creates aggression
and develops destructive behaviors in students. A common
practice at toddlers’ school is to use cartoon films. Childs’ adopt
maximum of violence from those cartoon movies. Therefore the
uses of such audio-visual aids are strongly criticized by
psychologist and educationist (Kinder, 1959).
Classification of Teaching Aids
Using audio-visual aids and other technologies developed in
this modern scientific era for the purpose of achieving concrete
education proves beneficial for teacher and student and
educational system as whole. It brings diversification in methods
of instruction. They are equally useful at all levels of education.
Appropriate use of audio-visual aids in teaching of English,
Geography, History, Science, Languages, Art, Agriculture and
many other technical and vocational subjects is increasing day
by day.
Prasad (2005) contend that audio-visual aids and their use
are not only limited to educational purposes rather if we go back
in history we find Martin Luther suggesting to use empty walls
for the promotion of Protestant movement. Infect this idea leads
to the invention of writing board or black board which is used
today in almost every school world wide. Some other social
objectives are also achieved through the use of audio-visual aids
i.e. in an awareness campaign about Human Immunodeficiency
Virus (HIV) audio-visual aids are used.
While studying the broad umbrella term of audio-visual
aids, one can easily came across different types of audio-visual
equipments ranging from simple hand-made charts to highly
sophisticated projectors. The classification of audio-visual aids
is presented graphically as under:
In the broadest sense audio visual aids can be categorized
under two heads i.e.
1. Projected Aids
2. Non-Projected Aids
Audio-visual material contributes valuable experiences for
teachers and students. Almost every form of instruction is based
on verbalism, but the use of audio-visual aids minimizes the
verbalism and facilitates students to concentrate and motivate
them towards abstract thinking and imagination to better
understand the concept.
Projected Aids
According to Sampath, Pannneerselvam and Santhan (1998)
projected aids involves an enlarge image of the material or text
projected on a screen which is at a distance from the projector.
While using projected aids (film strips, slide projector, overhead
projection, opaque projection) the room is either totally dark or
may be partially dark. The bright colors and images on the
screen catch the attention; sound and motion will make
presentation more dynamic as compared to non-projected aids.
Projected aids are equally effective for every age group as well
as small or large group. Equipments used for projection requires
eclectic power. A clean white wall can be effectively used for
front projection. Projected aids include:
Filmstrips
Filmstrips are connected series of pictures, drawings,
photographs and diagrams joined together to illustrate a single
concept, story or a lesson. According to Holmes (1968) the

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10599
filmstrips differ from moving films as there is no appearance of
movement.
Slide Projector
According to Sampath, Pannneerselvam and Santhan (1998)
slides are commonly used instructional device to complement
verbalism. They involve projection through the passing of strong
light on transparent slide. Slide projector is a light house with a
hauler for holding the slides. Slides projector proves valuable
where motion in pictures is given less importance for
comprehension. Slides require little more space for storage then
filmstrips (Holmes, 1968).
Overhead Projector
Overhead projector is used to present large size
transparencies with normal daylight condition (Botham 1967).
The way slides require total or partial darkness; overhead
projector does not require blackout. Students can take notes in
the normal mode as they do when working without overhead
projector. The teacher or facilitator is completely facing the
students; whereas the projected image or text is behind and over
her/his head (Sampath, Pannneerselvam and Santhan, 1998).
According to Brown, lewis and Harcleroad (1977) the speaker
has full control over the timing and choice of why, when, what
and how of presentation when using overhead projector.
Opaque Projector
Slide and filmstrip projectors and overhead projector can
only be operational for projecting transparent material but
opaque projector can be effectively used to project opaque
material i.e. book or magazine any drawing or pictures on a solid
paper etc (Mangal S, 2008).
The projection made by opaque projector depends upon the
distance at which the projector is from the screen. An important
feature of opaque projector is that text, maps, diagrams and
other materials available in books or magazines can
appropriately be projected without removing them from their
original source.
Non-Projected Aids
Most commonly used teaching aids which do not employ
the use of projectors to project enlarged images of objects or text
are grouped under non-projected teaching aids. They are
inexpensive to use and are relatively less sophisticated as
compared to projected aids. Non-projected aids are further
subdivided into five heads i.e. graphic aids, display boards, 3-d
aids, activity aids and audio-visual aids (Sampath,
Pannneerselvam and Santhan, 1998).
Graphic Aids
Graphic aids are commonly used to describe ideas and
concept with little or no verbalism. Like other teaching aids
graphic aids helps student to better understand and retain the
information. Some basic types of graphics aids are:
Photographs & Pictures
A picture or photograph gives an accurate concept or idea of
any object or concept. Good photograph can effectively
communicate the whole story without using a single word.
Pictures and photographs can be colored as well as black &
white. Colored pictures and photographs are relatively more eye-
catching (Prasad, 2005).
Flash Cards
Prasad (2005) describes flashcards as potential medium of
visual education. If a teacher is to introduce new words, using
flashcards can meet the purpose. They commonly involve
photographs and pictures to communicate a new idea or a word.
They are widely used at toddlers’ level and elementary schools.
Flashcards are usually in a large number and they are flashed to
the students’ one by one while teacher verbally explains what is
contains.
Charts
Charts are widely used visual/graphical aids to present
concepts and ideas that are complicated and that cannot be
comprehended easily by just mere words no matter written or
oral. Charts are mixture of different types of graphics i.e.
pictures, diagrams, cartoons, graphs, written text or drawings.
Teacher usually restricts one idea per chart and thus making
concept clear without ambiguity (Brown, lewis and Harcleroad
1985).
Diagram
Diagram is a simple and explanatory drawing showing
inter-relation and explaining ideas and concepts by using lines,
symbols and geometrical forms. Diagrams go beyond mere
representation rather they are self-explanatory or self describing
(Mangal, 2008).
Globes & Maps
Use of maps and globes along with other audio-visual
instructional material, will help students develop better
understanding about the different continents and countries along
with oceans and poles and the people living there. Globe is a
mini Earth nothing more nothing less. It is widely used in
understanding the concepts related to land and water and that the
Earth is nearly round and is rotating on an inclined axis round
the sun; which results in changing of day and night, seasons,
food eaten and clothing worn across the world and many more
are directly and indirectly affected (Kieffer & Cochran, 1955)
Along with globes, maps can be introduced to make students
well understand the globe as map is a flat representation or
diagram of earth or some part of it as per scale (Prasad, 2005).
An effective map includes pictorial symbols to depict specific
area, desert, ocean, mountains etc.
Graphs
Graphs are widely used to represent complex information
and numerical data in a more simple, quick and effective way.
The graphs are shown on two axis i.e. x and y. Rate of
understanding and interpreting the graph is high as compared to
other aids. Basically line, bar, circle and pictorial graphs are
used to represent the data (Prasad, 2005) (Sampath,
Pannneerselvam and Santhan, 1998).
Cartoons & Comics
Cartoons are metaphorical presentation of an idea in the
form of a picture or sketch (Prasad, 2005) (Sampath,
Pannneerselvam and Santhan, 1998). It is an effective means to
communicate news, situation, concept and people etc through
pictorial representation. Mostly cartoons are thought provoking
and they carry a particular hidden message along with them
Comics are a kind of pictorial cartoon series presenting a story
in an orderly manner.
A modern illustrated story book is developed using comic-
book techniques. Thorndike finds that child who reads one
comic book every month will read and retain approximately
twice as many words per year as the regular textbook contains
(Wittich & Schuller, 1967)
Posters
Poster is a pictorial representation of an idea or concept in
striking bold colors to attract the viewer. Posters are usually
displayed out in open for the purpose of awareness in general
public. Posters not only serve as a means to décor the class
rather it stimulates interest in students to learn about different
countries, art, historical places, science, industries and whatever
the posters are about (Brown, Lewis, Harcleroad, 1985).

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10600
Poster is likely to bring the learner to first two steps i.e. attention
& interest and to go through them as well. Poster is not meant to
educate rather stimulating interest and action immediately is the
ultimate goal.
Symbols
According to Brown, lewis and Harcleroad (1985) symbols
are a universal language. Through graphic symbols students can
experience a wide range of learning. Walking down a dark alley;
symbols on the poles by the side of the road communicates
specific idea. By studying those graphical symbols
communication and understanding can be improved
Display Boards
For the purpose of displaying information display boards
are widely used. In well-designed schools special areas are
allotted for display boards/areas, partition walls between two
classes serves as good source to display, ceilings are also
utilized for planet, stars and moon projection. The school
grounds can be designed so that they represent a learning
laboratory i.e. botanical garden, soil plots, aquatic areas and
geological paths etc. all these work much more than mere
bulletin board and comes under the umbrella of display area
(Sampath, Pannneerselvam and Santhan, 1998). Displays can be
categorized into following types:
Black/Chalk Board
The most simplest, convenient and cheapest way to display
information to a number of students is to use black/chalk board.
It is considered as one of the oldest visual aid in teaching. The
convenient surface of the black/chalk board facilitates the
teacher to display the subject-matter visually and at the pace that
suits students learning (Sampath, Pannneerselvam and Santhan,
1998).
White/Marker Board
White boards are large white sheets of plastic material with
a clean clear surface to facilitate writing or drawing while using
felt pens or erasable markers available in different colors.
Flannel/Felt Board
Flat panels of heavy cardboard, Masonite board or plywood
are utilized and flannel cloth is stretched and glued over the
surface to make a felt/flannel board. Graphic materials i.e.
pictures, writing on a hard paper, photographs etc can be placed
on flannel board by using sand papers pasted on their backs and
they are called as flannel graphs (Mangal, 2008) (Sampath,
Pannneerselvam and Santhan, 1998).
Bulletin Board
As the name implies bulletin boards are commonly used to
display news, circulars, results and admission announcements,
bulletins and other varied items that catches students’ interest.
The board might be covered with soft insulation that allows
pinning of photographs, charts or factual sheets etc. the boards
may or may not be encased with glass shutters (Prasad, 2005).
Magnet Boards
The magnet board makes use of iron or any other material
that attract the magnet. Steel backed chalkboards can either be
used as chalkboard as well as magnetic board or can be used in
combination too. Small sized magnets can be pasted at the back
of display cut-outs using fevicol or similar glue and then to be
displayed on the magnetic board (Sampath, Pannneerselvam and
Santhan, 1998).
Peg Board
As name implies boards that have hooks or pegs attached
and opaque and flat items can be hanged from are peg boards.
The peg boards are usually attached to wall. They are mainly
used for games and displaying information.
D Aids
Models are imitations and replicas of any original object.
These 3-D models can be reduced or enlarged in sizes as
compared to original items. Models present simplified form of
abstract and complex concepts. Different types of models used
in teaching and learning session are discussed here under:
Models
Three dimensional and recognizable miniature
representation of real thing is model (Wittich & Schuller, 1967).
Using models in teaching is very effective as they are shortcuts
to understand a complicated concept. Models may be complete
in details but they are simple than the original objects.
Objects
Teacher can utilize real objects to supplement typical
teaching
Specimens
Specimen can be a part, sample or small piece of the real
object. Even a tiny piece of real object stimulates interest in
students to learn more and more i.e. specimen of a leaf or birds
feather can be very eye catching and stimulating.
Mock-Ups
A working and operating model that is designed to be used
by students for particular training is a mock-up. Infect it is a
working replica of original. Models carry the recognizable
attribute whereas mock-ups may or may not be recognizable
with original. Mock-ups are chiefly used in giving training in
complex and difficult skills.
Dioramas
A 3-D model that involves variety of other 3-D objects and
figures in a natural environment are dioramas. Dioramas can be
setup with the use of different materials i.e. plaster of Paris,
dried plants and miniature cars etc to make the scene more
realistic and natural. Diorama can be artificially lightened to
highlight the finer details. Dioramas are effectively used at
construction sites and industrial units. Dioramas are equally
effective in education as the present information in a very
realistic way and in natural settings. Concepts regarding zoo,
underwater animals and jungle animals etc can be presented very
easily through dioramas.
Puppets
According to Prasad (2005) puppets are powerful medium
of mass communication. They provide dynamic experience of
education to the learners. Puppets have been used as an
expression of art and source of communicating traditional stories
and other information to people all over the world. Puppets
prove to be valuable in the field of entertainment, education and
social services.
Activity Aids
Activity aids provide real life experiences to students
(Prasad, 2005). When students are to face difficulties in real life
situations they learn different social skills i.e. cooperation,
decision making, communication skills etc. taking part in
competitions, field trips, exhibitions etc all comes under activity
aids. Some basic activities are discussed below:
Field Trips/Study Tours
Further Prasad (2005) says that field trips provide
opportunity to observe natural beauty, industries and their
operations and many other places that are of interest to teacher
and student. Children respond better about any theory they have
learned when they see how it works in real world. Field trips and
study tours should be arranged in advance and later they must be
followed up by a discussion or report to retain information
gathered.

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10601
Exhibitions
Exhibitions are not mere gathering of display material rather
they are a comprehensive source of information. Exhibitions are
planned to communicate some valuable concept to community,
parents and students. When students go through or participate in
exhibitions they express themselves and their display material,
this not only helps in speech training rather confidence and
tolerance to opposite opinion can be observed. Infect conducting
exhibitions increases cooperative efforts along with focus on
ethical, cultural, disciplinary, vocational and aesthetical values
(Sampath, Pannneerselvam and Santhan, 1998).
Demonstrations
The activity where teacher shows how to perform a specific
thing and students keep a keen eye on what is going before them
is a demonstration. Later students made attempts to perform the
same act as done by their teacher.
Demonstration by teacher along with other aids makes a healthy
recipe for effective auditory and visual learning of taught.
Demonstration supplements the spoken words of the teachers
(Sampath, Pannneerselvam and Santhan, 1998).
The basic element of demonstration is to ensure that
students well understand the whole procedure; therefore teacher
must explain each and every step clearly.
Dramatization
Demonstration has utility in improving retention power. It
also helps in bringing out the hidden creativity of the students
while developing their social skills. Infect dramatics enculturate
the students (Prasad, 2005).
Audio and Visual Aids
All those teaching aids through which information can be
heard and seen simultaneously are audio-visual aids. Teaching
aids that only utilizes one sense at a time; might be hearing or
seeing is audio or visual aids.
Results achieved by bringing together these two devices are
very encouraging i.e. high level learning and high retention
power as compared to when they are used separately. Some
largely used audio & visual aids are discussed here under:
Radio and Television
Educational broadcast is an old concept developed during
the period of 1960s and 1970s when a suggestion to broadcast
school was welcomed. By broadcasting lessons thousands of
learners can be educated (Thomas & Kobayashi, 1987). Through
radio and television programmes education to any age group can
be targeted.
Further Thomas & Kobayashi (1987) advocates that
broadcasted programmes specifically those on television can
introduce preschoolers with alphabets and numbers; they can
help build their vocabulary and introduce them with other fields
of knowledge i.e. physical and natural sciences, moral values,
social events, religion etc.
Programmes or lessons on radio and television covering
almost the whole school curriculum can equally be broadcasted
in schools and to listeners and viewers of all ages in remote
areas who are not in school (Thomas & Kobayashi, 1987).
Cassette/ Record Player/ Tape-Recorder
The use of record players, cassettes and tape recorder for
educational purposes is highly encouraged especially in
language learning, poetry and literature. Dramatized plays from
history and valuable knowledge of music can also be gain
through these mediums/aids (Sampath, Pannneerselvam and
Santhan, 1998).
Use of these audio aids for learning proves beneficial for
blind and handicapped students. Tape-recorder is utilized to
record sounds on a magnetic tape or cassette. This recording can
be reused when ever required and if a new recording to be made;
old recoding will be automatically erased.
Video
When teacher supplements his teaching with some video
films it refers to as video-aided teaching. Advantage of utilizing
video cassette is observed when teachers has full control over
equipment and learning i.e. beginning, ending and reviewing of
the film and the attached learning that occur by watching that
particular film.
Multimedia
The term multimedia is used for an electronic device that
makes use of different elements i.e. audio, graphical, text,
animation and visual. It is an advanced shape of slide projector.
It is commonly used to project movies, slides, animation, images
etc along with complete sounds. Use of multimedia helps in
managing and administrating the classroom as well as the
lesson. It increases the higher level thinking skills and makes
comprehension easy and quick.
According to Fenrich (1997) as cited in Masnan (2005)
multimedia is such a combination of computer hardware and
software that allows one to join together videos, animations,
audios, graphics, and test materials to develop an effective
presentation on a desktop computer.
Research Studies
Many authors have been writing on the effective use of
audio-visual aids to improve and supplement teaching that
results in desired social and behavioral change.
The teaching aids have been recognized to have different names
such as instructional material (Kinder, 1959), instructional
technology (Brown, 1985), instructional media
(Heinrich, et.al, 1989) and audio-visual material (Dale, 1969)
(Saettler L. 1990).
Mohan, L et al. (2010) opine in a study at India that 85% of
the students are in favor of teaching methods that employ audio-
visual aids as compared to typical lectures delivered without the
use of audio-visual aid.
Adeyanju (1997) as cited in Jimoh (2009) agrees and based
on investigation that learning is reinforced with teaching aids i.e.
audio-visual aids; as they motivate and stimulate the students
interest along with holding his/her interest during the whole
instructional process.
Bozimo (2002) as cited in Iwu, Rosemary, Ijioma, Blessing,
Abel, and Nzewuihe (2011) advocates that the use of following
criteria to select an instructional material or teaching aids will be
very beneficial:
1. Teaching aids should be appropriate enough to meet the
instructional objectives.
2. Used and selected teaching aid should be free from biasness
and prejudice.
3. Quality should be considered in selection of photos, sounds,
formats and prints.
4. Variety must be present in instructional material (teaching
aids).
5. Good and sound knowledge of how to operate the
instructional material (teaching aids).
6. Ensuring the availability of instructional material or device
(teaching aids).
7. How reasonable the time and efforts put by teacher are for
both teacher and student.
A research conducted by Adeyanju (1997) at the University
of Winneba Ghana, a survey sample of teachers with
experiences ranging between 3 years to 25 years, claims that
instructional material or audio-visual teaching aids improve
teaching methodology. Further more Adeyanju (1997) asserts,

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10602
teachers claim that audio-visual aids helps in reducing the talk
and chalk method. Others point out the improved and increased
attentiveness of students just because of teacher using variety of
teaching aids other then mere textbook. In addition,
attentiveness generate positive attitude of students that stimulate
interest for the lesson taught; finally resulting in students
increased participation in classroom activities.
There is a positive relationship between academic
performances of the students with availability and use of
instructional material or audio-visual aids in schools. Jamison et
al. (1981) as cited in Dahar & Faize (2011) states that physical
facilities and availability of instructional material along with the
level of teacher education, all collectively develops the quality
classroom and quality learning that predicts or forecasts the
students achievements.
Like wise Mwamwenda & Mwamwenda (1987) as cited in
Dahar & Faize (2011) states that school facilities that includes
textbooks are very influential elements that contribute to the
students’ achievements.
Gillani (2005) agrees summarized that when instructional
technology is applied as supplementary approach in teaching of
Biology; the students of experimental group were more attentive
because the use of instructional technology stimulates interest
and enhanced the motivational level of students. Use of
instructional technology in Biology proves equally effective and
beneficial for both low and high achievers. When the teacher
teach Biology through concrete examples and instructional
technology to experimental group; retention of the students is
much better than that of the control group. The researches
conducted on the effectiveness of audio-visual aids in learning
of students provides solid grounds to conduct further researches
in the area, therefore, researcher decided to conduct a
comparative study on the use of audio-visual-aids in teaching of
biology at public and private schools of secondary level.
Procedure of the study
The current study was descriptive in nature and data for the
study was collected through use of questionnaire. This
questionnaire was developed under supervision of expert teacher
Dr. Sufiana K. Malik. Some suggested amendments were made
in the questionnaire. When expert validated questionnaire it was
administered on required sample for data collection. Data for the
study was collected through personal visits of sample
institutions. The researchers personally informed respondents
about the purpose of the study; assured them about the secrecy
of information they would provide on questionnaire and
requested them for their cooperation. The respondents, who
were willing, they filled questionnaires.
Analysis of Data and Interpretation
The main purpose of the study is to compare the use of
audio-visual aids in secondary level schools of public and
private sector. This portion discusses the data analysis and its
interpretation.
Demographic Information about Respondents
Table No. 1Reliability of Instrument Used
The about table shows that the reliability of the instrument
used for data collection was quite reliable for collection of data
for the present study. It reliability at cronbach alpha was found
.80.7 that was very good.
Table No. 2 Status of the School in Sample of the Study
Results in Table 2 reveals that 50% of the sample has been
taken from secondary schools of public sector and 50% of the
sample has been taken from secondary schools of private sector.
Table No. 3 Gender wise Information about Respondent.
Table 3 depicts that there is high percentage (88.0 %) of
female teachers in sample and only 12.0 percent are male
teachers.
Table No. 4 Information about Respondents Teaching
experience.
Table 4 reflects that the majority 30.0 percent of respondent
have 3-5 years experience of teaching and 27.0 percent have 5-
10 years of teaching experience. There is very low percentage of
respondents who have more than 10 years of teaching
experience (17.0). 21.0 percent of teachers lie in teaching
experience range of 1-2 years.
Table No. 5 Respondents views about the textbook of Biology
Table 5 indicates that majority of teachers (62.0%) consider
teaching of Biology textbook as interesting. There is no
difference between teaching of Biology and textbooks of other
subjects taught at secondary level.

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10603
Descriptive Analysis of Data
Table No. 6 Status wise Opinions of the Respondent
Table 6 shows the difference in public and private school
teachers’ views on various variables for use of audio-visual aids.
Results show that teachers of public sector secondary schools
have more knowledge about use of audio-visual aids then private
sector secondary school teachers.
Mean score of public and private sector teachers on
availability of audio-visual aids, facility (Public 6.80, Private
6.76) and attitude (Public 6.16, Private 6.12) of teacher about
using audio-visual aids is to great extent the same. It means that
as facility of audio-visual aids is very less in both public and
private sector secondary schools so as why teachers of both
public and private sector have very low mean score on attitude
towards use of audio-visual aids.
Table No. 7: Gender Wise Comparison of Opinions of
Respondents on Various Variables Regarding Use of Audio-
Visual Aids.
Table 7 describes the findings of the variable gender, from
this table it can be seen that the male teachers consider audio-
visual aids as more beneficial as compared to the female
teachers. Mean score of male (6.58) and female (6.08) attitude
towards the use of audio-visual aids is approximately same and
positive. Results show that if the facility of audio-visual aids is
available then time management is not a serious issue. The table
depicts that male teachers show high mean score (15.08) on
audio-visual aids as more beneficial and helpful in teaching of
biology and that they make concept more clear and
understandable, whereas, female teachers show low mean score
(12.33) on benefits of audio-visual aids. Findings reveals that
there is a positive relationship between facility and availability
of audio-visual aids with attitude of male and female teachers
i.e. the attitude of teachers changes because of the surrounding
environment, if facility of audio-visual aids is available;
tendency to use the aids changes to a greater extend. Score of
male (3.25) on knowledge of audio-visual aids is higher as
compared to female mean scoring (2.83). The table shows that
male teachers have high mean scoring on various variables then
female except attitude towards use of audio-visual aids, where
the mean score is almost the same (Male 6.58, Female 6.08).
Table No. 8 Experience wise Respondents Opinions about
Use of Audio-Visual Aids
Table 8 indicates the difference in the perception of
different age group teachers’ score depending on their teaching
experience on the use of audio-visual aids. From this table it can
be seen that perception of younger teachers are more positive
towards the use of audio-visual aids. The older teachers have
low scores towards the use of audio-visual aids. As the job
experience increases so as the teaching is taken light by the
teachers, it becomes their automatic daily activity. The teachers
with teaching experience of more than 10 years have least total
mean score (29.41) as compared to other age groups. The level
of knowledge on the use of audio-visual aids is less in teachers
with teaching experience of more than 10 years. Young teachers
lying under the age group of 1-2 years and 3-5 years have high

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10604
mean score in relation to the level of knowledge on the use of
audio-visual aids, as they have more knowledge about the use of
audio-visual aids they have positive attitude towards using them
in classrooms. It means young teachers are highly motivated and
energetic towards correct teaching as compared to other two age
groups.
Table No. 9 Opinions of Respondents about various Audio-
Visual Aids
Table 9 shows high mean score (34.97) on the use of black
board and models by teachers. It means that up to greater extend
black board and models are available teaching aids both in
public and private sector secondary schools. Teachers of both
public and private sector secondary schools agree that
blackboards and models facilitate teaching and learning become
more conceptual and understandable. Through the use of models
abstract ideas and concepts are made clearer to the learner.
Major Findings of the Study
On the basis of data analysis the study found that:
1. Audio-visual aids are an important tool of teaching learning
process, and they make teaching-learning process more
successful and interesting.
2. The knowledge about the correct use of audio-visual aids
enhances the understanding of the students in the classroom and
helps improve teachers’ role in realizing the learning outcomes.
3. Teacher may likely to motivate student better with the use of
audio-visual aids in teaching learning process.
4. Use of audio-visual aid helps in supplementing the attention
level of the students while increasing their understanding and
intellectual capacity.
5. Benefits of using audio-visual aids in teaching-learning
sessions was found convincing from the responses collected
from respondents who endorsed the beneficial effects of using
audio-visual aids on students learning achievements.
6. The results of present study show that there is a positive
relationship between facility of audio-visual aids and the
teacher’s attitude. Because of surrounding environment;
teacher’s attitude changes i.e. if facility of audio-visual aids is
available in schools then teacher’s attitude towards using them
changes to a greater extend.
As we see that in current study in public and private sector
teachers mean score on availability of facility of audio-visual
aids (Public 6.80, Private 6.76) and their attitude (Public 6.16 ,
Private 6.12) towards using them is approximately the same.
7. Students are more inclined towards learning activities in the
classroom when teachers make proper use of audio-visual aids.
8. It is found that public sector teachers are well trained as
compared to private sector teachers. This results because of
eligibility criteria for public school teachers’ i.e. professional
teacher training course or other professional teacher education
certificate/degree.
9. Experienced teachers take teaching very light, whereas, new
and fresh teachers are more sincere and motivated towards their
profession and are ever ready to take new challenges to bring
something new in existing setup.
10. Public sector schools provide better audio-visual facilities
as compared to private sector schools.
Discussion and Recommendations
The study reported that the use of audio-visual aids (a. v.
aids) brought positive and constructive change in the learning
achievements of the students. The teachers showed awareness
about audio-visual aids, their use and their effectiveness on
learning outcomes but teachers were not motivated to use them
in the classroom as facility of such audio-visual aids is very
limited. We think availability of a.v aids is the major factors for
motivation of using a.v.aids. When a.v. aids are not present in
the classroom environment how can teachers become motivated
in use of a.v aids in teaching of any subject. On this point the
findings of the present study are related to real situations of
respondents. Proper use of audio-visual aids by the teachers
makes difficult concepts and abstract ideas crystal clear to the
students and they took keen interest in the classroom teachings.
Learning environment is more active an interactive through the
use of audio-visual aids whereby students are highly alert in the
classrooms; instead of mere passive listener they took active
participation in the learning activities, thus enhancing the level
of retention, understanding and comprehension. The study
inferred that proper use of audio-visual aids shows the
professional attitude and interest of the teachers towards
teaching as a profession. Intentional use of audio-visual aids not
only develops teachers but also students level of motivation and
interest in classroom teaching and in other learning activities
that encourages the attainment of desired learning outcomes. In
contrary to those teachers who do not use appropriate audio-
visual aids in the teaching-learning process; they not only lose
interest in their teaching but they also fail to stimulate and
encourage the students towards learning hence they are unable to
achieve desired learning outcomes.
Recommendations
On the basis of data interpreted, findings and conclusion of
the study following recommendations are made:
1. Appropriate use of audio-visual aids is a skill; therefore
teachers may be trained in use of traditional as well as new
technology based through pre-service programs and in-service
teachers’ professional development programs.
2. Teachers may be encouraged to use audio-visual aids in order
to enhance the interest and motivation of the students and keep
them attentive in the class.
3. Curriculum planners and policy makers may realize the
importance and effectiveness of audio-visual aids and can make
it a part of the teacher education programs so that teachers are
trained in proper use of audio visual aids.

Samreen Akram et al./ Elixir Leadership Mgmt. 50 (2012) 10597-10605
10605
4. Special funds and grants may be reserved for provision of
latest audio visual aids (subject-wise) to secondary schools.
5. This research article has opened new horizons for other
researchers to study the importance and use of audio-visual aids
on the same lines in other subjects of the curricula taught at
different levels of education and find out effects of use of audio
visual aids on students’ learning and their motivation for
learning.
References
Atkinson N, John N (1975). Modern teaching aids: A practical
Guide to Audio-Visual Techniques in Education. London.
Macdonald and Evans Ltd. p 209-210,
Botham C. (1967). Audio-Visual Aid for cooperative Education
and training. Rome (Italy). pp 63-64
Brown J, lewis R and Harcleroad F (1977). AV Instruction
Technology, Media and Methods. 5
th
Edition. New-York (United
States of America). McGraw-Hill. pp 127-128.
Brown J, lewis R and Harcleroad F (1985). AV Instruction
Technology, Media and Methods. 6
th
Edition. New-York (United
States of America). McGraw-Hill. pp 112-113, 118-119.
Dahar M and Faize F. (2011). “Effect of the Availability and the
Use of Instructional Material on Academic Performance of
Students in Punjab (Pakistan)” Retrieved May 10, 2012, from
http://www.eurojournals.com/MEFE_11_01.pdf.
Dale, E. (1969). Audio-Visual Methods in Teaching. 3rd Edition.
New York. The Dryden Press.
Gillani S. (2005). Effectiveness of Instructional Technology in
Teaching Biology to Secondary School Students. May 10, 2012,
from http://prr.hec.gov.pk/Chapters/379-6.pdf.
Heinich. R.et.al (1989). Instructional Media and the New
Technology of Instruction 3
rd
Edition. New York: Macmillan
Publishing Company.
Holmes A. (1968). Visual Aids in Nutrition Education: A guide
to their Preparation and use. Rome (Italy). pp 80-81.
Iwu, Rosemary U., Ijioma, Blessing C, Onoja Abel .I, and
Nzewuihe G.U (2011). Teaching Aids: A Panacea for Effective
Instructional Delivery in Biology, Volume-3, and Issue 2.
Retrieved May 14
th
, 2012, from
http://www.sciencepub.net/researcher/research0302/08_4388res
earch0302_62_65_teach.pdf
Jadal M. (2011). A Study of effectiveness of the Audio-Visual-
aids in Teaching and Learning of English at Primary Level in
Z.P. Primary Schools of Solapur District, Volume - I , Issue –
VII. Retrieved April 10, 2012, from
http://www.isrj.net/August/2011/jadal_sir_A_Study_of_effectiv
eness.html
Jimoh M, (April, 2009). “The Use of Instructional Material in
the Teaching of Social Studies in Secondary Schools in
Kabba/Bunu Area of Kogi State”. Retrieved May 10, 2012, from
Http://Www.Docstoc.Com/Docs/35339724/The-Use-Of-
Instructional-Material-In-The-Teaching-Of-Social-Studies-In-
Secondary-Schools-In-Kabbabunu-Area-Of-Kogi-State
Kieffer R & Cochran L. (1955). Manual of Audio-Visual
Techniques. 2
nd
Edition. New Jersey. Englewood cliffs, Prentice-
Hall, Inc. pp 58-60, 62.
Lester P.M, Syntactic Theory of Visual Communication. (n.d.).
Retrieved April 24, 2012, from
http://commfaculty.fullerton.edu/lester/writings/viscomtheory.ht
ml
Mangal S. (2008), Teaching of Social Studies. New Delhi
(India). PHI Learning Private Limited. pp 187-189, 207, 226-
227.
Masnan M (2005). Development of Interactive Storybook.
Retrieved May 10, 2012, from
http://eprints.ptar.uitm.edu.my/1572/1/MAZLIZAWATI_MOH
AMAD_MASNAN_05_24.pdf.
Mohan, L. et al., “Students’ Attitudes towards the use of Audio-
Visual Aids during Didactic Lectures in Pharmacology”, Journal
of clinical and diagnostic research, Kasturba Medical College,
Mangalore, India. (2010)
http://eprints.manial.edu/1601/1/Paper_3.pdf
Prasad J. (2005). Audio-Visual Education. New Delhi (India).
Kanishka Publishers. pp 17-18, 20-21, 26-27, 143, 146, 150-
151, 166-167, 181-183, 185-186.
Saettler L. (1990). The Evolution of American Educational
Technology. Information Age Publishing Inc. pp 167.
Sampath K, Pannneerselvam A, Santhan S. (1998). Introduction
to Educational Technology. 4
th
Revised Edition. New Delhi
(India). Sterling Publishers. pp 27, 29, 31, 85-89, 142-143, 150,
160-161,166, 182-183, 215, 227-228.
Selvi MS. (October 23, 2007). Audio Visual Aids in Education.
Retrieved April 12, 2012, from
http://nursingempower.blogspot.com/2007/10/audio-visual-aids-
in-education.html
Singh. Y, Sharma. T, Upadhya. B (2008). Educational
Technology: Teaching and Learning. New Delhi (India). APH
Publishing Corporation. P 1-2.
Thomas R, Kobayashi V. (1987). Educational Technology: Its
creation, Development and Cross-Cultural Transfer. United
States of America. Pergamon Press. P 125-126.
Wittich W, Schukkaer C (1967). Audio Visual Materials Their
Nature & Use. 4
th
Edition. New York-Evanston-London. Harper
& Row Publishers. pp 160-163.