This research aims to analyze the teacher's point of view toward using visual aids like projectors, animation videos, films, and videos to enhance students' literary skills. The research was conducted using a qualitative approach; a close-ended questionnaire was developed for this purpose. The population targeted for this study was the teachers and the students from the public and private schools in Illinois.
The primary data was used to analyze the quality of the research. The SPSS software was used to validate the data, and it was presented in the form of a line graph, pie chart, and bar chart so that the reader could visualize the predicted score the research has contributed to the study's success. Thus, the data gathered from the research shows that the teachers and the students are positively motivated to use visual aids for teaching and learning processes as it makes things more interactive and engaging.
The second most important component of life is food (coming only after food). It is crucial because, without education, no individual is able to get along with the aggressive pace of social and technological development. The essential elements for better education are excellent teaching skills and the student's willingness to learn. The learning process can become active only if the students are not bound to limits but are encouraged to explore and ask questions. This allows students to truly use their creativity and polish their skills.
Technological innovation has brought along possibilities for creating a better teaching experience. Older methods are obsolete because education and the learning environment change over time due to the increasing competition and intellectual pace of the world. That said, students come from different backgrounds and have unique paces of learning. Therefore, it is on teachers to develop how they manage their classes and make them learn equitably.
With the help of visual aids, it is comparatively easier to explain concepts. Numerous researchers have demonstrated this fact. Children have sharper observational skills than their elders. Therefore, it is likely that even students with inferior IQ will be able to comprehend information better through visual learning.
Instructional aides help students to better understand long explanations written in texts. This fact is supported by Burton, who has written that the learning process is simulated and motivated through visual objects and images used in visual aids. In addition, Kinder recommends using visual aids and explains that visual aids could be any technique that makes the learning process more convenient, real, and interactive.
Images such as bars, graphs, and data presented in the form of tables can be easily understood because the images can easily be enlarged, whereas, in traditional texts, the images remain in their printed size, which can make comprehension more difficult. Curriculum is changing, and it involves more interactive activities than simple textbook reading. The assistance of visual aids has the potential to help students learn even the toughest of concepts more quickly. Thus, visual aids have become the most important way of disseminating information and are considered a helpful technique to be adopted at all levels of education.
The psychology of visual aids has been comprehensively researched, and other learning approaches based on the other senses have been evaluated. The data shows that 1% of children learn from the sense of taste, touch helps 1.5% of learners, and 3.5% of learners are aided by the sense of smell. 83% of primary school education is conducted through the senses of sight and hearing. It is also claimed by the scientists that people remember what they saw and heard 70% better than any other medium. Thus, visual aids are the highest-benefit sense-learning aid.
Significance of Research
Teaching procedures are made more interactive and lively with the help of visual aids. This technology helps in explaining the concepts more clearly and in simpler means. The significance of research on the influence of visual aids on learning is listed below:
- Students will be able to retain concepts more than children taught through the traditional learning styles.
- Visual aids influence the students to learn enthusiastically.
- Presentation of images more accurately in a viewable size helps the students to learn about it.
- Conceptual thinking processes are supported by the assistance of visual aids.
- Visual aids assist in creating an engaging environment for learners.
- Students can improve their vocabulary quicker than students learning from traditional means.
- Visual aids help the students to explore their potential and think outside the box.
Aims of Research
To explore the benefits and usage of visual aids in improving public and private school teaching processes.
Objectives of Research
The below listed are the primary aims of this research:
- To examine teachers' capacity and views on using visual aids as a conventional component of teaching at public and private primary schools.
- To investigate the similarities and differences among teachers' styles of using visual aids.
- To study the teacher's opinions about using visual aids for any particular topic, gender, or location.
- To identify the structural use of visual aids for schools and universities.
- To investigate the expected problems to occur during the use of visual aids.
- To study teachers' capacity to use visual aids and how they can help them make their teaching effective.
- To consider how the class session can be made more interactive with the support of using visual aids.
- To investigate how the use of visual aids improves student observation and learning skills.
Review of Literature
The learning process is a complicated affair. When reinforced through different styles of education, the learning process helps the individual become more attentive and focus on larger learning goals.
Instructional aids help teachers impart knowledge more effectively than ordinary methods alone. Singh claimed in his research in 2005 that any technological equipment that enhances the student's experience of learning through hearing or seeing, and that goes beyond conventional learning technologies, falls under the label of visual aids. With the help of such aids, the learning process is made more convenient and interactive. Such aids should not be confused with traditional, technical ways of presenting information regarding charts, graphs, and data in table form. When speaking of visual aids, we are referring to technologies that go far beyond such traditional imagery.
It has been proposed that visual aids present past information in a palatable way based on technologies available at the moment of learning (Benoit, n.d.). Kishore proposed the theory in 2009 that visual aids collaborate with and improve the cognitive sense and the learning process. Visual aids can help the teacher have a better appearance and presence in the class as well. Teaching is a tricky subject and few students are comfortable being handled through conventional techniques, whereas other students may become demanding and create awkward situations in the learning process. Visual aids can help create a better classroom community.
These facts are supported by the Czech phenomenalist educator Comenius (1592–1670), who very early on argued that the foundation of the learning process should be based on real-time objects and/or visual objects. Such a method of education, Comenius proposed, was much more straightforward and understandable than the rhetorical processes of his day. These methods would have especially profound effects on children. Following Comenius, Burrow proposed the theory that visual aids make use of both the auditory and the olfactory senses to make the visualization of the data and images clearer and understandable.
Burrow also highlighted that the usage of visual aids could help educators avoid language barriers since images language-free. Therefore, problems arising from being unable to understand what the teacher is saying could be resolved through this technique. For instance, at times, a teacher's accent may be difficult for a portion of a class to understand. However, if this issue is solved by using visual aids along with the lecture, there is a much higher chance that students will be able to understand better. Chorley further emphasized this fact by arguing that the visibility of the visual aids should be so clear and large that they are visible in every corner of the class. Part of the reasoning for this is that the difficulty that accompanies learning makes it harder for students to anticipate information.
Recent reforms in education have emphasized creative learning and have influenced school and university management to marginalize traditional styles and adopt cutting-edge technologies. By doing this, the inclination toward learning academic curriculum better is not only reinforced, but it helps students develop a habit of using visual aids in their professional lives in the future.
It is clear from the research that visual aids can improve teaching techniques and that they are considered an essential way to impart academic information. With the help of visual aids, students can compare and visualize information better.
However, a predicted problem comes with this call to the employment of visual aids: teachers may not use the visual aid technique appropriately or may be unable to communicate the information using instructional techniques.
Thus, it has become difficult for the students to benefit from the facilitator's lack of experience with or misapplication of visual aids. This can create barriers and hindrances to learning. The problem identified in the effective implementation of visual aids is stated below:
- What are teachers' opinions toward using visual aids during lectures?
- Are the teachers skilled enough to use the technology?
- Is the proper equipment available, and, most importantly, is it in the best working condition?
- How can a teacher calculate the impact of using (and not using) visual aids on students?
- Is there any difference of opinion on using visual aids in public versus private schools?
- Is there any difference of views in using the visual aids during the teaching process between the school management and the policymakers?
Limitations of Research
The period assigned for this research is comparatively shorter, and due to being unable to visit every public and private school in Illinois, it had become difficult for data gathering. Also, while many schools were cooperative, a few schools' management and teachers were not cooperative during the research. Though this created hindrances, due to the teachers' determination and motivation, an adequate amount of data was gathered to support the originality of data for this research.
The theoretical framework helps in building the theories upon the proposed results. The theoretical framework for this research is as follows.
Fig-1: Conceptual Framework of Research
A random sampling technique was used in this research. The focus was to collect data from individuals directly related to this research as this will help get better information for the research. Thus, the data was gathered quantifiably from private and public schools in Illinois (Rodriguez, & Fitzpatrick, 2014).
The primary data was used for gathering this information, and the sample size used is 200. The close-ended questions helped better visualize the facts, which could help improve the adoption of visual aid technology. The data was analyzed using SPSS software so that the validity of the data is maintained.
Analysis of Data
The percentage distribution was used for analyzing the data, and it was presented in the form of pie and line graphs.
The percentage distribution for the motivation of using the visual aids among the teachers and the students is depicted below:
The data shows that 70% of teachers and students agree from the selected sample that visual aids positively influence the teaching and learning processes. However, 30% of the total population disagrees with this notion.
The data shows that 68% of the teachers and students agree that vocabulary is enhanced through the use of visual aids.
The image represents that 82% of the students and teacher agrees that preparing the lessons is convenient using visual aids.
The data shows that 92% of the population agrees that using visual aids increases correspondence and communication among teachers and students.
With this research's help, it has been identified that not all schools are well-equipped with visual aids, or the teachers or staff are not properly trained to use this equipment. It has been observed that the same level of education is not conducted in private and public schools because the public schools do not have enough funding for purchasing quality equipment or the staff is not trained to adequately connect the lectures with visual aids.
Public schools are facing the problem of a lack of resources, which is one reason why public school students are unable to explore their potential.
Some teachers also display a lack of openness toward new techniques and are only willing to use the traditional methods as this does not require much effort from the teachers to prepare the lecture. Mostly, the schools are not given the right equipment for teaching; therefore, this shall be taken as a failure of responsibility at the government level to provide quality visual aid equipment to schools, along with training sessions for teachers, to maximize the potential positive effects of visual aid resources.
The following recommendations are made based on this research:
- Teachers need to encourage students to use and present their information or knowledge with the help of visual aid techniques.
- Schools not using visual aids for teaching should listen to the opinion of parents and, more importantly, students about the use of visual aids during lectures.
- The education department must provide quality visual aid equipment to schools and appropriate teacher training.
- Teachers should make sure, through the evaluation of learning using the visual aids periodically, to infer whether this technique has helped students to learn better.
How information and knowledge are imparted through teaching is a complicated process to apprehend. Mostly, learning is not a convenient A-to-B process for many students. For a teacher, it is necessary that every student is going at the same pace; therefore, techniques like visual aids are needed to ensure that a maximum number of students are learning from lectures delivered at school.
Thus, with the help of visual aids, the thinking process is simulated, and the communication gap between teachers and students is further eliminated. The monotonous, traditional style of learning, which is boring and loses student attention, could be avoided using interactive visual aid sessions. Visual assistance has more influence when it is relevant to the course and the textbooks. However, it should be ensured that teachers' opinions, comfort, and training are considered when disseminating visual aid equipment, and such training should be budgeted for by the education department.
Benoit, B. (2016). Understanding the teacher self. McGill University.
Raiyn, J. (2016). "The role of visual learning in improving students' high-order thinking skills," Journal of Education and Practice.
Ripley, A. (2014). The smartest kids in the world. Simon & Schuster.
Rodriguez, V., & Fitzpatrick, M. (2014). The teaching brain (Chapter 2). The New Press.
Sahlberg, P. (2015). Finnish lessons 2.0 (2nd ed.). Teachers College Press.
Shabiralyani, G. (2015). "Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan," Journal of Education and Practice.
Singh, Y.K. (2005). Instructional technology in education. APH Publishing Corporation.
This content is accurate and true to the best of the author’s knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.
© 2018 Academic-Master
Academic-Master (author) on February 19, 2020:
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