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EFFECT OF COGNITIVE-VISUAL AIDS IN IMPROVING THE QUALITY OF TEACHING THE SPECIAL SUBJECTS

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Abstract

This research studies the views of teachers on the use of visual aids (e.g., pictures, animated videos, projectors, and films) as a motivational tool in increasing attention of students when reading literary texts. Closed-ended questionnaire was used to gather the necessary data from the research in order to achieve the purpose of research. Data analysis showed that the majority of teachers and students had positive perceptions of the use of visual aids.
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 131 www.idpublications.org
EFFECT OF COGNITIVE-VISUAL AIDS IN IMPROVING THE
QUALITY OF TEACHING THE SPECIAL SUBJECTS
1Khujjiyev Mamurjon Yangiboyevich, scientific researcher
2Alimov Azam Anvarovich, PhD on pedagogical sciences
3Khujanazarov Zayniddin Rashidovich, scientific researcher
4Khojiev Azizjon Kaimovich, scientific researcher
1234Bukhara Engineering Technological Institute
Email: aaanvarovich@gmail.com
ABSTRACT
This research studies the views of teachers on the use of visual aids (e.g., pictures, animated
videos, projectors, and films) as a motivational tool in increasing attention of students when
reading literary texts. Closed-ended questionnaire was used to gather the necessary data from
the research in order to achieve the purpose of research. Data analysis showed that the majority
of teachers and students had positive perceptions of the use of visual aids.
Keywords: Visual aids, resources, trainings of teacher, senses of student, graphics, pictures,
maps, flannel board, flash cards, bulletin board, and slides.
INTRODUCTION
Education is essential for everyone. Education is very important; a person deprived of
education can never live a good life. Teaching and learning is an inalienable element of
education. The teacher uses a variety of approaches and strives for a variety of innovative
pedagogical technologies for students and their active learning. Methods and technologies that
change over time are introduced into the field of education, and the teacher uses a variety of
guides to learn effectively.
Visual aids stimulate curiosity of students and help teachers explain concepts easily. Visual
aids are teaching aids used in the classroom to engage students in the learning process.
According to Burton, “There are those emotional objects or images that support the initiation
or interest and learning of sciences based on visualization”. According to Kinder, S. James,
“Visual is more realistic, more accurate and more active development experience”.
Visual aids or tools (pictures, models, graphs, maps, videos, slides, real objects, etc.) helps to
understand and learn the lesson more clearly or easily. There are so many visual aids these days.
We classify programs based on this cognitive-visual approach as follows, called visual aids
that use the sense of sight. For example: models, real objects, graphics, pictures, maps, flannel
boards, flash cards, bulletin boards, slides, projectors, etc. These are is a simple accessory to
board and chalk. If it is organized with books (textbooks) in the classroom, the instruction will
increase when the class is taught. Most importantly, it represents a common phenomenon for
integration. Textbooks with audio visual aids serve as an additional or complementary resource
for classroom learning activities in the classroom.
Visual aids play important role in education system. Visual aids are devices that are used to
keep students in the classroom interested in the learning process and make it easy and
interesting. Visual aids are the best means of effective teaching and the best dissemination of
knowledge. Cuban researcher (2001) have found that 1% of learned material was gained
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 132 www.idpublications.org
through figurative explanation, 1.5% was gained through modeling, 3.5% was gained through
mutual discussion, 11% was gained from auditory logic, and 83% was gained from visual
learning.
In addition, people usually remember that 10% of what they read, 20% of what they hear, 30%
of what they see, 50% of what they hear and see, 70% of what they say and 90% of what they
hear and see at the same time. Shundavisa. S. says that there is no doubt that technical devices
have a great impact and a dynamic information system.
Importance of research: Visual aids are devices that help the teacher identify, establish and
interconnect and coordinate the precision, concepts, and are important for understanding and
value, and for make learning more relevant, active, and motivating. The following are results
of our research.
Everyone has a tendency to forget. Proper use of visual aids will help maintain more
understanding.
i. Students can learn better when properly inspired through a variety of visual aids on
a regular basis.
ii. Visual aids enhance a clear image when students see and hear correctly.
iii. Visual aids provide a complete example for conceptual thinking.
iv. Visual aids create an environment of student interest.
v. Visual aids help increase students ’vocabulary.
vi. Visual aids help the teacher come one day and make learning continuous.
vii. Visual aids give students a direct experience.
Purpose of research: to study the use and benefits of visual aids in the educational process of
students studying in the oil and gas industry specialty.
Objectives of research
The main objectives of this research are:
i. To study the views of teachers on the use of visual aids in lessons at professional
colleges and institutes
ii. To describe the differences and similarities in the use of visual aids among
teachers.
iii. To compare teachers’ views on the use of visual aids by experience, location, and
gender.
iv. To identify the use of visual aids at the level of professional colleges and institutes.
v. To know the interest of students in visual aids in professional colleges and
institutes.
vi. Analysis of the effectiveness of visual aids in the educational process of students
in professional colleges and institutes.
vii. To identify problems with the use of visual aids.
viii. To determine teachers’ qualifications through visual aids that help make the
learning process effective
ix. To learn how students become active in the classroom after using visual aids.
x. To learn how visual aids can help students become good observers.
LITERATURE REVIEW
Learning is a complex process. It can be defined as a change in disposition, relatively constant
change in behavior over time and this is done in part knowledge. Learning can occur as a new
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 133 www.idpublications.org
outcome of acquired skills, principles, perception, knowledge, facts and information (Adeyanju,
1997).
Education can be reinforced with a variety of teaching / learning resources as they encourage,
as well as draw attention of students for a while during the teaching process.
Visual aids stimulate students’ interest and help teachers easily explain concepts. Visual aids
are teaching aids used to engage the learning process in classrooms. As Singh (2005) defines:
“Individualization with vision and sound enhances the practice of mastering the sciences by
focusing on the visual quality of audio in addition to what is achieved through any device”.
Visual aids are used in the classroom. Learning devices are called learning tools such as models,
materials, graphics, projectors, radio, television, maps, etc. Visual tools are effective tool that
have its place in the relevance. Visual tools prepare students to have real knowledge, to cover
them fully. Good development of mental activity through exhibitions. When we used visual
aids with the help of cognitive-visual materials, we witnessed the formation of interest and
innovative ideas about science (refining technology of oil and gas condensate).
In addition, the use of visual aids can stimulate body movement and strengthen control. (Jain,
2004) There is a famous Chinese proverb “a hundred words don’t worth one seeing” is the fact
that we acquire knowledge, through our intellects. “When we hear we forget, when we see we
remember, when we do we know” means that the use of visual aids makes the teaching process
more effective. As Kishore (2003) has mentioned, “Visual aids stimulated thinking and
cognition”. The process of using visual aids in teaching multifarious values. (2001 Mohanty).
Visual aids give speakers more opportunities to perform professionally and consistently.
Teaching enrichment is full of endless possibilities, and it will be easy for academic students
to consolidate some ideas and learning goals in students’ memory. Effective thinking will be
needed to ensure that other important learning objectives are met. Visual aids in teacher
teaching expand additional ways to enhance lesson plans and help students to process subject
information (Kunari, 2006).
Visual aids are unit of knowledge that exists through hearing visual stimuls and learning with
a view. They concretize to help make information acquisition and educational practice realistic,
active and vital. They complement the work of teacher and help in researching textbooks.
Comenius, the popular educator, said that the basis of all education is that perceptions consist
of clear goals, and intelligent things can be easily appreciated (Singh, 2005). (Agun et al., 1977)
Examples of learning resources include visual aids, audio tools, real objects, and more.
Materials designated as visual weapons may be locally made or commercially manufactured.
They come in many forms, such as murals, paintings, symbolic materials, and other two-
dimensional exhibits. Audio visual aids are also available. These are educational tools such as
televisions, radios, and other types of projectors with sound qualities that provide other useful
educational resources for television and radio programs. Films are similarly a general education
/ training resource. Students have important statements, other declarations of educational
resources.
When used clearly, they help to succeed and keep attention of students. Visual programs can
be very useful.
In this process, the most important perceptions are involved (Burrow, 1986). Teachers need to
keep in mind that they are like a salesperson, taking into account a lot of philosophies and best
sales practices that attract the attention of potential customers. The main goal of all education
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 134 www.idpublications.org
is to enable students to gain as much knowledge as possible, especially the main points of the
topic. Often studies have tried to determine how good a study is. Resources serve this purpose.
Studies have shown that the cognitive-visual approach is very different from the simple video
results that show 10-15 minutes in general specialties. Memorizing the previous topic shows
80-85 percent results. (Burrow, 1986).
Fig. 1. Diagram of the memory comprehension of the learned topic
Good educational resources can help solve a specific language barrier problem such as
providing them with accurate visuals and making learning easier for the student (Chacko, 1981).
Another use of learning resources is to identify the relationship between material objects and
concepts. Symbols, graphs, and diagrams can also represent combinations of location, time,
size, value, and frequency. It is also possible to imagine confusing, abstract relationships by
expressing factors. If they are not seen or heard during the process, speech and sound tapes
must be certified to the correct size and quality in the actual environment in which they are
used (Chorley, 1966). Demonstration weapons should be visible throughout the auditorium.
All errors and examples should be large enough for students to easily be seen by the video
projector.
Colors should provide clarity and be easily visible when used. Only in this case the efficiency
of science may increase.
According to Ranasinghe and Leisher (2009), when the integration of technology into the
classroom begins, the teacher prepares lessons that use technology in a meaningful and
appropriate way. Technological sciences need support. Ranasinghe and Leisher create a
collaborative learning environment. Koc (2005) argues for the integration of technology into
the curriculum. Tools for teaching technical subjects and using them as a means of promoting
high-level thinking skills of students.
Technology developments have given scope for innovative practices in the auditorium.
Practical improvements include the creation of visual aids for the use of the auditorium. There
0
10
20
30
40
50
60
70
80
90
12345678
Percentage
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 135 www.idpublications.org
is positive impact on the learning environment of students in general subjects. The auditoriums
of the institute are equipped with technological teaching and didactic tools for students to carry
out the educational process. However, the use of the same resources can also be improved only
by using software tools on slides, graphics and or chaff methods on chalk, and marker boards.
Sorting can be highlighted and prepared precisely using individual colors (Chorley, 1966).
Statement of the problem of research
It is well known that visual aids are one of the most important learning spaces, they are
important during teaching, they facilitate and improve the learning, teaching and easily expand
the topic. They can create opportunities for visual aids. Cognitive-visual learning is easier for
a person to be more productive. During teaching with models and visual aids, students try to
identify it, or arbitrarily choose their tasks, and try to have an interpretation of it, to understand
its use.
They are encouraged to compare concepts in advance, adapt a new feeling, and understand
about it. Therefore, it is a virtue to be active in engaging students or to elicit them in the process
of teaching and learning. However, most teachers do not use sufficient visual aids as teaching
materials. This can create barriers to learning and directly affect the learning process and
learning outcomes.
Hence, the following three main questions are:
i. What are the views of teachers on the use of visual aids?
ii. What are the differences between the level of students using visual aids and those
without visual aids?
iii. Are there any differences between teachers and students at the Bukhara
Engineering-Technological Institute of about visual aids and their use?
Conceptual foundations
The conceptual framework is defined as the “space” of the network or related models. Analysis
of conceptual frameworks constitutes a theoretical procedure for constructing conceptual
frameworks based on reasoned theory.
The conceptual basis for the study are
Fig. 2. Scheme of the conceptual foundations of the study
According to conceptual basis, the process of cognitive-visual learning acts as a counter-learner.
The model shows the influencing factors in enhancing the learning process.
Additive model is used here. Let us look at the formula given as an equation to express the
models. Yi = β0 + βixi + εi
Yi represents the opposite learners, β0 represents the constant, ßi represents the independent
regression coefficient learners, xi represents the independent learners, and εi represents the
random errors.
Thus, given as an equation representing our conceptual basis,
ELP = β0 + β1 (VAs)
Visual aids
(cognitive visual)
Improving the quality
of the educational
process
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 136 www.idpublications.org
Equation 1 represents an additive model of the study.
Here, (ELP) represents the learning process that increases the contrast variability, and β1 (VAs)
represents the independent learning and visual aids.
Hypothesis: The following is the main hypothesis formed within the conceptual framework,
H1: Visual aids are positive and important by enhancing the learning process.
METHODOLOGY
Random sampling technique is used in this research to collect individual data. Total 150
participants found the solution during the research carried out, among which in the Bukhara
Engineering-Technological Institute and students of Technology of oil and gas industry
direction, students of Karshi Engineering-Economical Institute, Jizzakh Polytechnic Institute
and Bukhara technical school participated in the study.
Educational process of students of Bukhara Engineering-Technological Institute, Karshi
Engineering-Economical Institute and Jizzakh Polytechnic Institute.
The data is analyzed using a Moodle program.
Data analysis. The data collected are evaluated by percentage distribution and are represented
on line graphs.
Motivation. Demonstration tools to help attract teachers and students of the Bukhara
Engineering-Technological Institute and students of technical schools of Bukhara. Given as a
percentage distribution,
Fig. 3. Diagram of indicators for methodological interests
The analysis of the data shows that 70% of students and teachers are motivated by visual aids,
but 30% of students and teachers, students of Bukhara technical schools are dissatisfied with
the diagram.
Defining a cognitive-visual approach
The analysis of the data shows that 80% of students and teachers agree that visual aids help in
determining the technological parameters and process description. The content of the study,
however, was 20% dissatisfied with this statement. Its percentage graphical distribution is
given below.
70%
30%
Percentage
1
2
Yes
No
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 137 www.idpublications.org
Fig 4. Diagram of identification of cognitive-visual approach
Increased vocabulary. Vocabulary development is one of the independent studies of the role
of cognitive-visual means. According to the data collected, 68% of students and teachers agree
to increase the vocabulary of visual aids. Given as a line graph,
Fig. 5. Diagram representing the role of cognitive-visual means in increase of
vocabulary
The above data show that it has a major impact on improving the quality of education through
a cognitive-visual approach. Teachers and students of Bukhara Engineering-Technological
Institute. Model conclusion
Table 1
R square
Defined R square
Std.
Estimated error
0.785
0.822
5.24651
The model conclusion of the Table 1 study is that R2 in the model is 0.785, meaning that
independent researchers can explain the change by 78.5%. Opposite learner. Defined R2 shows
80 %
20 %
Percentage
12
Yes No
0
50
100
0
10
20
30
40
50
60
70
80
123456789
Percentage
European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 11, 2020 Part II
ISSN 2056-5852
Progressive Academic Publishing, UK Page 138 www.idpublications.org
that 82% of the contradictions between the opposite and independent are the variability in this
model. Anonymous analysis
Table 2
Model
Sum of
squares
Df
The answer
was square
F
Sig.
I
Regression
6342.651
1
6342.651
43.6
0.000b
Remainder
201.63
198
25.387
Total
6543.714
199
a. opposite learner: (ELP)
b. Predictors: (constant), VAs
Table 2 shows the data of anonymous analysis of different researchers. The researcher used
pedagogical staff and students of Bukhara Engineering-Technological Institute as independent
variable and model.
Understanding analysis coefficient
Table 3
Model
Unstandardized
coefficient
Standardized
coefficient
T
Sig.
B
Std. error
Beta
I
(constant)
0.462
1.450
3.504
.000
Vas
0.351
0.675
0.876
1.382
.003
a. opposite learner: ELP
Table 3. Regression analysis of learners. An independent learning visual with a beta 0.351 and
sig beta coefficient .000 makes a strong contribution to explaining the learning process. It has
an independent variable effect, significantly contributes to the learning process to increase
learning. Applied statistical tests have shown that there is also a strong relationship between
independent learners and dependent learners.
CONCLUSIONS
The following conclusions were made according to this study;
Nowadays, the field of pedagogy, as well as other areas that are developing and pursuing their
goals, is achieving high quality of education with its innovative development, and the
contribution of this scientific work is the development of the quality of education and the results
of the study are as follows.
1- the research concluded that the use of visual aids as a teaching method stimulates
and improves thinking. Learning environment in the auditorium.
2- the effective use of visual aids changes the audience environment.
3- as students experiment, they develop and enhance personal understanding of the field
of study, and a successful and active learning of subjects is achieved in a visualized auditorium.
4- when there is a direct connection to the course content, students gain an
understanding of the usefulness and relevance of their lessons through visual aids.
5- in this research, students were given views into their perceptions and opinions about
the use of visual aids.
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  • Bazarov Rashidovich
  • Abdurakhimov Gayrat
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