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FIRST CITY PROVIDENTIAL COLLEGE

First City Providential College


Brgy. Narra, Francisco Homes Subdivision, City of San Jose del Monte, Bulacan

The Effectiveness of Using Visual Technology in


Teaching among Senior High School Students of
First City Providential College

A research paper submitted to

Mr. Karl Cedrick Basco

In partial fulfillment of the requirements

for the subject

Purposive Communication

By:

Pamela, Quiben
John Lester, Sanchez
Jhecyrine, Samarita
Elis, Amper
Allysa, Tadiarca
Cherry Laine, Tadoy
Roy, Rayo

BSA – 1C

October 2018

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ACKNOWLEDGMENT

The researchers would like to express their utmost

gratitude and appreciation to those who shared and give their

efforts for the completion of this research. This research will

not be successful without their support.

To Mr. Karl Cedrick Basco, Research Adviser, for his

patience, unselfish guidance, criticism and helpful pointers.

To the respective friends and relatives, for their undying

love and unending support emotionally and financially and for

their patience and understanding

Above all, to God Almighty, for giving life, love, wisdom and

knowledge to the researchers for them to continue in

searching for what is factual and what is real needed to

accomplish this research.

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Chapter 1 : The Problem and Review of Related Literature

 Introduction

Nowadays, almost everything is changing as innovations


arise, including the diversity in terms of educational aspects.
Further developments in technology result in the presence of
modernized alternative teaching styles.

These advances are now being used by teachers for a more


conducive and convenient way of instructing students. The use of
visual technology is already prominent.

Visual technology enhances the absorption of the lectures.


Through the use of PowerPoint presentations, graphs, tables,
illustrations, images and other visual paraphernalia, the
discussion becomes more interesting for the students. Therefore,
making the learning process easier for both the teachers and the
students.

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Review of Related Literature

 Cognitive Instruction

The first process is one called mnemonics the use of some


memory adding device. A mnemonics device commonly used in
science is “ROYGIBIV”. This remind students on the order of
colors in the spectrum Red, Orange, Yellow, Green, Blue,
Indigo, and Violet their mnemonics also device to remember a
series or chain of events. Linda Campbell, (2003).

They demand to mind through the visual auditory senses.


When we use visual aids as teaching aid, it is one of the aspects
which root participation of students in the lesson because when
students look at visual model or aid, it is measured as a kind of
contribution. Jain, P. (2004).

States that sensory memory has a visual sensory memory


that briefly holds pictures and printed text as visual images; and
auditory memory that briefly holds spoken words and sounds as
auditory images. Mayer, (2005). Refers to sensory memory has
a visual sensory registers or sensory channels and points out
that though we tend to view the dual channel sensors as eye-to
visual working memory and ear-to-auditory working memory,
that it is possible for other sensory channels to introduce
information to working memory such as “reading” with the
fingers through braille or a deaf person being able to “hear” by
reading lips. Schnotz, (2005).

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The limited capacity assumption states that there is a limit


to the amount of information that can be processed at one time
working memory. In other words, learning is hindered when
cognitive overload occurs and working memory capacity is
exceeded. De Jong, (2010). According to Wolfe, (2001),
Humans are intensely visual animals. The eyes contain nearly
70% of the body’s receptors and send millions of signal along
the optic nerves to the visual processing center of the brain we
take in more information visually than through any of the others
senses.

 Tools for Visual Presentation

According to Linda Campbell, (2003). A second strategy is to


create usual or graphic organizers such as chart or time lines
enter a middle school history clears, and you probably see a
timeline shirting the entire perimeter of the classroom. This help
student visual place historical events in order. Similarly, at the
beginning of each chapter in this book we provide a concept
map. This book is an information processing device to help you
learn and remember what each chapter covers.

According to Kenneth Henson, the overhead projector project


images of transparencies on a screen, wall or chalk board. The
transparency is place on the glass on top of the projector light
from the lamp located in the projector produce image that is
reflected on a viewing surface in back on the operator.

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The teacher can face the class while using it. The overhead
projector is go convenient to use, it has become standard
equipment in many classroom and has replaced the chalkboard
and opaque projector in many their functions.

Leonard H. Claroke, (2002). According to two educators,


the chalkboard is so omnipresent that many of us fail to think
of it as an audio visual aids at all. Chalkboards and display
boards certainly do not present any advanced technology, but
they are definitely visual aids, chalkboard particularly valuable
for emplaning the major point of a lesson and marking out
problem for the whole class.

 Digital Technology

According to the North America council for online learning


(2008), more than 1,000,000,000 students including those in
private schools and home schooled students and enrolled at
“virtual schools” across the country. It emphasize high quality
instruction and provide access to challenging content, feedback
through formative assessment, opportunities for learning
anytime and anywhere, and individualized instruction to ensure
all students reach their fully potential to succeed in collage and
a career in life. Digital learning seems to provide enhanced
motivation for learners, keeping them interested in engaging
with the technology are the technology mediated materials.
Alliance for excellent education, (2016).

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 Digital Technologies creates new better ways of Learning

Digital learnings technologies can enable student graph


concept more quickly and fully, to correct theory and
appreciation more adapting, and to engage in learning more
reading, while also improving international techniques,
leveraging instructor time, and facilities of the widespread
having of knowledge. Digital technologies will enable this in new
and better ways and create possibilities beyond the limits of our
correct imagination. MIT, (2016). Digital technology has create
new possibilities called “affordances” for language learning and
literal developing and there affordances are notable when they
can create opportunities to use the language that otherwise
might be. Thorne, Black, and Syken. (2009). Digital learning
advance school reform by increasing equity and access to
educational opportunities, improving effectiveness and
production by the teachers and career readiness for all student
and recognizing teacher an education designers. Alliance for
Excellent Education, (2016).

 Effectiveness of Visual aids in Understanding

The use of teaching methodology that makes use of more


visual aids than more audio aids is far more effective. We learn
more with what we see than what we simply hear. Corpuz,
(2013). “A picture is worth ten thousand words”. Visual are
powerful aids in retention as well as in understanding. To help
student organize their thinking. The meaningfulness and
relevance of what we teach is considerably reduce by practice
of teaching in a simple way.

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Benda and Corpuz, (2013). When using power point


presentations the students will get more proper study method
when explaining a subject. The difficult subjects can be
explained using bar charts, symbols, etc. this will reduce the
effort of a teacher. Power point presentations can bring a lot of
help students who take seminar classes. Wayal, D. (2006).

A teacher who is updated on the benefits derived from the


use of appropriate technology such as computers, audio visual
device electronically operated and various multimedia
equipment could enhance her or his skill in generating new
information. Advances in information and communications
technology (ICT) have dramatically ushered teachers into a
truly interactive mode of teaching and learning. Access to
technology offers broadening of knowledge dissemination and
exchange. Salandanan, (2012).

Teachers spend much time talking about the learning


objective, little times given to developing visual cues. This
process, called imagery, is the mental visual nation of objects,
events, and arrays related to the new learning and represents
a major way of storing information in the brain. Imagery can
take place in two ways, first imaging is the visualization in the
mind’s eye of something that the person has actually
experience, second therefore, has no limits. A mental image is
a pictorial representation of something physical of an
experience. The more information an image contains the richer
is. Kosslyn Etal, (1999), Mazard, Laou, Jaliot and Mellet, (2005).

 Understanding through Visual Aids/Technology

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According to Aimee Dorr, the first curriculum because they


appear to be affecting the way children develop learning skills
and acquire knowledge and understanding. Data from nine
studies involving nearly 1,500 students were analyzed and
creativity, not surprisingly, students who used more imaging
during learning displayed more creativity in their discussions,
modeling, and assessment. Le Bontillier and marks, (2003).

Visual aids arouse the interest of learners and help the


teachers to explain the concepts easily. Visual aids are those
instructional aids which are used in the classroom to encourage
teaching learning process. Adeyanju, (1997).

Visual aids are effective tool that “invest the past with an
air of actuality” visual aids distribute the learners with true
knowledge, which detention their devotion and help in the
understanding of the ancient marvels. Jain, P. (2004).

We all know a picture is equal to 1,000 words and a video


us equal to 1,000 pictures. So our modern education follows
these techniques to educate children well and make them
understand well. Modern teaching aids are used to make
learning sessions interactive and motivating. All these modern
aids help the students to learn well understand. Wayal, D.
(2006).

Conceptual Framework

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 Statement of Problem

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This study aims to answer the following questions:

1. Do students consider visual technology as an effective


method in teaching?

2. How does visual technology help the learning process of the


students?

3. What are the advantages of using visual technology for


students?

 Hypothesis

 Significance of the Study:

The researchers believed that the visual aids/technology are


the devices that helps the teacher to interpret, organize, and
connect the learning activity. It will enhanced motivation for
learners, keeping them interested and focused on the learning
activity. Visual aids/technology will provide direct experience to
the students by engaging with the technology and the
technological mediated materials. It will create more interesting
environment for the students and provide more realistic
instruction through images and videos that are presented.
Educating the students will be easier for the teacher/instructor
through the use of visual/technology.

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 Scope and Delimitation

With limited sources and scope, this study is bounded to


achieve its goals with the help of 70 respondents - Senior High
School students - from First City Providential College, located at
Brgy. Narra Francisco Homes, City of San Jose del Monte,
Bulacan.

 Definition of Terms

 Visual Technology - deals with the usage of visual


representation

 modernized - a more advanced way

 development - a change or difference

 convenient - a state of doing something in an easier manner

 conducive - making something possible to happen

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