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ABSTRACT

Visual aids are important in education system. Visual aids are those devices which are used
in classroom to enhance learning performance and make it easier and interesting. Visual
aids are the best tool for making learning effective and the best dissemination of
knowledge. So there is no doubt that technical devices have greater impact and dynamic
informative system. This study designed to enhance the effects of visual aids on students’
learning performance at elementary level in district Peshawar. To achieve the purpose of
study questionnaire was design as research tool to collect the required data. The targeted
population for this research was the students of all the schools of District Peshawar. In this
study random sampling techniques was used for gathering information. Ten schools were
randomly selected from district Peshawar and 10 students had selected from each school so
100 students constituted the sample size of the study. The collected data as analyzed
through the SPSS software and also data was represented in the percentage method. The
analysis of the data indicated that majority of the students had positive perceptions of the
use of visual aids. It was found that use of visual learning aids can made difficult ideas easy
to understand, the use of visual aids made learning effective in classroom visual aids saved
students time. The study recommended that teachers may prepare and sue visual learning
aids, teachers may use such type of visual aids through which students’ understand more
effectively, teachers may use such type of visual aids which can provide more information
and teachers may use such type of visual aids which can deliver message and create sense
of understanding.
CHAPTER-I
INTRODUCTION
Education is necessary for everybody. Education is very vital, deprived of education no can
lead a good life. Teaching and learning are the important element in education. The teacher
use different approaches and substantial to teach their students and their active learning.
With the passage of time, altered methods and techniques are entered in the field of
education and teacher use different kind of aids to make effective learning. 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 students
learning process (Alyani, 2015).Visual aids are tools that help to make an issue or lesson
clearer or easier to understand and know (pictures, models, charts, maps, videos, slides, real
objects etc.).There are many visual aids available these days. As follows, visual aids are
which use sense of vision are called Visual aids. For example:-Models, actual objects,
charts, pictures, maps, flannel board, flash cards, bulletin board, chalkboard,
slides, overhead projector etc. Visual aids are tools that help to make an issue or lesson clea
rer oreasier to understand and know (pictures, models, charts, maps, videos, slid s, real
objects etc.) (Alyani, 2015). Jain, (2004) there is famous Chinese proverb "one seeing is
worth, a hundred words'; it is fact that we receive knowledge through our senses . Sabarish,
(2114) there is another proverb that "if we hear we forget, if we see were member, and if
we do sot thing we know it' so it means that use of visual aids make learning and teaching
more effective. Alyan, (2015) there are many visual aids available these days. So, these aids
are classified as fellows, visual aids are which use sense of vision is called Visual aids. For
example :-models, actual objects, charts, pictures, maps, flannel, board, flash cards, bulletin
board, chalkboard, slides, overhead projector etc. Out of these
black board and chalk are the commonest ones. The challenges of classroom instructionincr
eases when prescribed a course to the class while course b oks (textbooks) are constituted
with too many interactive expertise activities. Most significantly, it has converted a common
phenomenon to integrate textbooks with audio visual aids as additional or supplementary
resource for classroom course learning activities .Rasul, Bukhsh, Batool, (2011) Visual aids
are important in education system. Visual aids are those device which are used in class
rooms to encourage students
learning process and make it easier and into resting. Visual aids are the best tool for making
teaching effective and the best dissemination of knowledge .Cuban, ( 001) indicated the
psychology of visual aids as under,1% of what is learned is from the sense of TASTE, 1.5% of
what is learned is from the sense of TOUCH,3.5% of what is learned is from the logic of
SMELL, 11% of what is educated is from the logic of HEARING and 83% of what is learned is
from the sense of SIGHT. Sabarish (2014) Also people generally remember, 10% of what
they READ, 20% of what they HEAR, 30% of what they SEE, 50% of what they HEA and SEE,
70% of what they SAY and 90% of what they SAY as they DO a thing. So there is no doubt
that education is necessary for everybody. Teaching and learning are the important element
in education. Visual aids are the tools that help to make an issue or lesson clearer or easier
to understand. Technical devices have greater impact and dynamic informative system.

1.1 STATEMENT OF THE STUDY

It is observed that teachers did not use visual aids in classroom due to which learners
concepts were not clear which effected there performance. This research is designed to
identify the effects of visual aids on students' learning performance.

1.2 OBJECTIVES OF THE STUDY

The main objectives of the study are:

 To identify the uses of visual aids at elementary level on the sample area.
 To explore the use of visual aids in the students learning performance.
 To investigate the teacher's views about the use of visual aids in schools.

1.3 HYPOTHESIS TESTED

There is no relationship among the use of visual aids and students performance.

1.4 SIGNIFICANCE OF THE STUDY

The study on the effects of visual aids in enhancing the learning performance in classroom
will be of great importance in many ways:

 The study will gives the real touch to the learning situation.
 2. The study will stirs the imagination, thinking process and reasoning power of the
students, and calls for creativity and inventiveness and other higher mental activities
on the parts of the students.
 3. The study will help the teacher in providing proper environment for capturing as
well as sustaining the attention and interest of the students in the classroom.
 4. Every individual has the tendency to forget. So, the study will help to retain more
concepts permanent.
 5. The study will provide direct experience to the students.
 6. The study will offer a reality of experience which stimulates self-activity onthe part
of student.

1.5 DELIMITATION OF THE STUDY

Due to time, money and resources constraints, the study is delimited to:

 Elementary level
 District Peshawar
 Girls school
CHAPTER-II

REVIEW OF LITERATURE

CHAPTER-IIREVIEW OF LITERATURE
Learning is a complex process. It can be defined as a change in disposition; a relatively
permanent change in behavior over time and this is brought about partly by knowledge.
Learning can happen as an outcome of afresh attained skills,
principles, perception, knowledge, facts, and new information at hand (Adeyanju,1997).
Learning can be reinforced with different teaching/learning resources because they
stimulate, motivate as well as focus learners' attention for a while during the
instructional process. 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. As Singh,(2005) defines: "Any device
which by sight and sound increases the individuals' practice, outside that attained
through read labeled as audio visual aids". Visual aids are those instructional devices
which are used in the classroom to encourage learning and make it easier and
motivating. The material like models, charts, film strip, projectors, radio, television,
maps etc. called instructional aids (Rather, 2004). 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 .They demand to the 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. Also the uses of visual aids encourage the body movement and it may
strengthen the control.(Jain, 2004) There is famous Chinese proverb "one sighted is
worth, a hundred words" it is fact that we take knowledge through our intellects. There
is another maxim that" if we hear we forget, if we see we remember, and if we do
something we know it" so it means that use of visual aids make teaching learning
process more effective. As (Kishore, 2003) said "visual aids stimulated thinking and
cognize." The use of visual aids in teaching learning process has multifarious values
(Mohanty,2001). Visual aids give chance to speakers to make a more professional and
consistent performance. The teaching career is full with limitless opportunities to enric
h theacademic survives of students, while some ideas and educational goals will be easy
for students to hold, other will need you to think productively to ensure that important
learning aims are met. By visual aids in teaching is one mode to enhance lesson plans
and give students additional ways to process subject information ( Kunari , 2006).Visual
aids are devices present unit of knowledge through auditory of visual stimuli both with
a view to aid learning. They concretize the information to be obtainable and help in
making learning practice apple real, active and vital. They supplement the work of the
teacher and help in the research of the text books. The great educationist Comenius has
well said: The foundation of all learning consists in representing clearly to the senses
And sensible objects so they can be appreciated easily Singh (2005). (Agun et al; 1977)
Examples of learning resources include visual aids, audio aids, real objects and many
others. Visual aids are designated materials that may be locally made or commercially
produced. They come in form of, for illustration, wall charts, exemplified pictures,
symbolic materials and other two dimensional items. There are also audio visual aids.
These are teaching machines like television, radio, and all kinds of projectors with
sound attributes .Television and radio programs provide another useful learning
resource. Films, likewise, are a general teaching/learning resource. In addition to
helping students remember important information, teaching/learning resources have
other returns. When accurately used they aid achievement and hold the attention of
students. Visual aids can be very useful in supportive a topic, and the amalgamation of
both visual and audio stimuli
is particularly effective since the two most important senses are involved (Burrow,1986
). Teachers should keep in mind that they are like salesmen of philosophies and many of
the best sales practices that attract attention of potential clients are well worth
considering. Clear y, a major goal of all teaching is for the students to be able to retain as
much knowledge of the topic as possible, particularly the main points. Frequent studies
have attempted to determine how well learning resources serve this purpose. Indicate
from the studies vary greatly from modest results which show 10-15 percent increase in
retention to more optimistic results in which retention is increased by as much as 80
percent Burrow (1986). Good learning resources can help solve certain language harrier
problem as they provide accurate visual image and make learning easier for the student
(Chacko, 1981). Another use of learning resources is to clarify the relationship between
material objects and concepts to understand. Symbols, graphs, and diagrams can also
show associations of location, time, size, value and frequency. By symbolizing the
factors tangled, it is even possible visualize abstract relationship. Instructional aides
have no value in the learning process if they cannot be seen or heard: Tapes of speeches
and sounds should be confirmed for correct volume and quality in the actual
environment in which they will be used (Chorley, 1966).Visual aids must be visible to
the whole class. All calligraphy and illustration must be large adequate to be seen easily
by the students farthest from the aids'.Colours, when used, should provide clear
contrast and easily be visible. The efficacy of aids can be enhanced by proper
sequencing to build on former knowledge. Often, good institute and natural patterns of
logic command the sequence. According to (Ranasinghe, 2009), integrating technology
into the classroom begins when a teacher prepare lessons that use technology in
meaningful and relevant ways. Technological aids should support the curriculum rather
than dominate it. Ranasinghe say that technology should assist the teacher in creating a
collaborative learning environment (Koc, 2005) stated that the integration of
technology into curriculum means using it as a tool to teach academic subjects and to
promote higher-order thinking skills of the students. Developments in technology gave
scope for innovative practices in the class.
Practical improvements in the creation of visual aids for classroom use have been
remarkable. Technological developments in Pakistan had a positive impact on
students learning environment. Educational reforms for improving skills initiated by the
Ministry of Higher Education elevated the classroom learning environment in Pakistan.
University classrooms were equipped with world class technological teaching aids for
making classroom students learning process interesting and resourceful. However, use
of identical resources, comprising a syllabus, is suggested. Sequencing also can be
improved purely by using overlays on slides, doffing methods on charts and or chalk,
and marker boards. Sequencing can be emphasized and prepared clearer by the use of
distinct colors (Chorley, 1966).

2.1 THEORIES OF VISUAL AIDS IN LEARNING

2.1.1 Dual Coding Theory

According to (Paivio, 1990), images and words have different cognitive presentations ;
therefore, the brain uses separate memory systems for different types of information. He
states that, verbal memory is rotated to language system, while image memory includes
graphics and tastes. Paivio indicated that, verbal information is acquired from sensory
memory to visual processors. The question here is to what extent has the teachers
improved on improvising visual learning aids for the achievement of quality education? This
study will help to enlighten on this issue. Paivio's dual coding theory was appropriate when
referring to the retrieval of information from memory systems, this theory claimed that
memory is set up as a network with different paths, verbal and image that lead to the same
information. Paivio concluded that, the more path ways learners use to remember
information, the more cures learners can recall that information later on.

2.1.2 Multimedia Theory

Richard Mayer was an expert in multimedia learning. His multimedia theory was drawn on
paivio's Dual code theory (1990), Sweller's Cognitive Load theory (1994)and Bruner's
constructivist theory. Mayer and his associate (Moreno, 2000), conducted a study in
delivering instructional design principles from cognitive the oryin Multimedia learning. Their
main argument is that, active learning occurs when a learner engages three cognitive
processes, selection, organization and integration. Also this study will help to verify this
issue.

2.1.2. 1Selection

On miller's findings stated earlier, students are able to process shucked information. During
that time, must select relevant words and images to be stored, Multimedia theory believed
that, the learner selects relevant words for verbal processing and select relevant images for
visual processing .Based on verbal and visual memory systems to overcome the limitations
of memory.

2.1.2.2 Organization

Here the theory states that ,the learner organizes words into coherent verbal model sand
organizes images into coherent visual models. It concluded that, the more the learner
he/she think about and organize information in meaningful ways, the more he/she repeat
information in his/her working memory, and the more likely he/she remembers it.

2.1.2.3 Integration

Mayer's Multimedia theory has shown that, learners such as students learn better when
corresponding verbal and visual information are held together because it makes learning
more meaningful. He believed that, verbal and visual information are linked and assist each
other, therefore, when receiving verbal information and image simultaneously the student
processes different models of information all at once. The main argument here is that how
these theories will help teachers to create effective visual learning aids to improve students'
learning performance? This study will help to enlighten on this issue.

2.1.3 Instructional Theory

An instructional theory is the theory which explains on how students can learn and
understand the concept very easily. The chief proponent of this theory is Skinner in theories
of behaviorism. In this approach it is observed that theory is the most influential in
educating, since it emphasizes on the use of visual learning materials, which promote
quality education to human being. In the learning process, instructional theory describes on
how to organize, coordinate learners, introduce visual learning materials to the students
and govern them towards the use of such tools. It is conclude that, instructional theory
directs on how teaching and learning processes take place. The theory could help subject
teachers to know the importance of using visual learning aids and they can ask learners to
improvise visuals learning aids. This theory is potential for learning objects to structure and
delivery the constant (Reigeluth, 1999 and Engelmann, et al. 1999). Consequently, this
doctrine has the weakness due to the fact that, it doesn't look on the output of education
process. That is to say, it puts emphasis on learning process but less or no emphasis on the
students as the future education products. This study will verify this issue

2.1.4 Learners Centered Approach

This is a perspective which functions against teachers centered. It puts emphasis on


students as an input in teaching and learning processes. This approach has become more
famous so as to influence the effectiveness and efficiency of teaching and learning activities
specifically to the side of leaner concerning with observing improvising, gaining and
acquiring skills and knowledge. Due to this theory, teaching is seen as directive that object is
to produce a certain kind of performance to the learners. That is to say, what the learner
does after acquiring knowledge and skills and how is integrating into his/her personality
(Akinpelu, 1981).

In instructional context, learners centered approach focuses on how education system


develops meanings and quantities associated with learning participation and how those
meanings and quantities influence learners' behavior and relationship with their teacher. On
the other hand, teachers consider much their students when
making preparation for teaching process. This includes the preparation of schemes of work,
lesson plans, instructional visual learning materials such as pictures, charts, models that lead
to the attainment of teachers' desired goals and objectives together with quality education.
By implementing this theory, many educational advisors and planners in developing
countries such as Tanzania, Kenya and Uganda, advocate that all intervention in education
must be learner centered (Mocha, 2006 and Entwistle,1970). Despite the fact that, learners
centered approach is very important to the students in instruction, to some extent there is a
weakness which have been observed, some of intellectuals assume that, the theory doesn't
mean students direct choosing what they wishes to learn because the high authority in
learning might create indiscipline to students. This theory also does not put clear on how
students will be assessed on their learning process (Kember. 2009).

2.1.5 Integrationist Theory

Integrationist theory includes Herbert G. who developed symbolic interactions. This theory
argues that mind and self are not part of the innate human equipment but arise through
social interaction. So that we can say, modification occurs when learners or students
become exposed to other learners and using simple visual learning aid (Solomon, 1981). This
theory is based on the definition of the environment
that people create as they interact with simple materials and other people respectively.Fro
m this theory, human beings don't simply in an automatic fashion to the world around them
instead, they choose to behave in a certain ways in anticipation of the impact they think
their behavior will have on themselves, the pole around them and social world in which they
live. In teaching and learning context, integrationist theory focuses on how students develop
things and ideas associated with learning participation and how those meanings and ideas
influence learners' behavior and relationship with their teachers and among themselves.
Students use simple learning materials such as charts, models and real objects to develop
new knowledge, skills and values as they perceive meanings from such learning tools.
Through interacting with their teachers plus visual learning aids, students can ask various
questions so that to reinforce their understanding and teachers respond to those questions
in order to fulfill their learner's needs. This is the relevance that education depends upon
acts of communication. Consequently, the theory extremely focuses on personal meanings
and perceptions of the situation and on interaction dynamics without identifying the ways in
which meanings and interactions processes are related to the social structure of society as a
whole. However, this theory ignores on individual person and physical experiences when
they consider issues of meaning, identity and relationship, this study will help to enlighten
on this issue.

2.1.6 Effectiveness of Visual Learning Aids for the Intended Learners

Using of visual learning aids in teaching and learning process provides


good performance to the learners. Therefore, teachers should use visual leaning aidseffectiv
ely so that to fulfill students' needs in relation to the intended goals and objectives.
Teachers should be creative enough on selecting improvising visual learning aids. Visual
learning aids such as pictures and real objects are proper and effective only if they help
learners to achieve the goal (Nacino, 1982).

2.1.7 Physical Qualities of Visual Learning Aids

Visual learning aids have exceptional qualities that should be considered by the teachers
while preparing them for specific topic. Visual learning aids such as pictures and real objects
should be attractive and portable so that to encourage learners to participate fully during
the learning process. Effective visual learning aids are capable of attracting attention,
simplicity and sometimes familiarity especially for visual aids (Nacino, 1982). This is due to
the fact that, the presence of such physical qualities of visual learning aids provides
knowledge acquisition and skills adaptation, hence the achievement of quality education to
the students.

2.1.8 Appropriateness use of Visual Learning Aids on Students Learning


Process
Instruction process takes place so that to fulfill certain specific goals and objectives. This
could he attained by using different teaching methods, techniques together with several
visual learning aids. Different types of teaching and learning processes demand different
types of visual learning aids. Some are useful in teaching skills, presenting facts, showing
relationship or changing behavior or attitudes, while others are more effective in giving back
ground information summarizing a unit of work. Therefore, teachers select visual learning
aids that would be the best aid in achievement the target goals. Only visual learning aids
that would serve instruction purposes should be used. (Arguel A.J.F, 2009) and (Mtana et al,
2004) also reiterate don the essence of teaching and learning visual resources on quality
education as they observed that, the quality of education was enhanced by the availability
of relevant teaching visual learning aids. This is more demanding in developing countries
such as Pakistan, where most of the parents cannot afford to buy learning materials for their
children. Visual learning aids are vital in ensuring that quality is addressed. (Jonson,1980)
conducted studies and observed that, effective learning is facilitated by the availability of
teaching resources such as visual learning aids.

2.2 THE IMPORTANT OF VISUAL LEARNING AIDS INSCHOOLS

Visual learning aids play a great role on students' academic performance. This is verified
clearly when these tools stimulate, encourage and make students to understand the subject
matters. However, these learning aids are used to clarify non-verbal symbols and promote
interaction among the students and their teachers. Due to the mentioned advantages above
learners enjoy the lesson so that they participate fully. Mavida et al (1966), states that, the
utilization of instructional materials such as visual learning aids make students participate
effectively in the learning process, hence ending with quality education that enable them to
suit in the current society in relation to technological changes. It is no doubt that visual aids
are one of the most important teaching facilities and they are essential during teaching,
they facilitate and make calm to study, teach and extant a theme easily. Its use may provide
the chance to learn visually and are more effective and easy for human beings. During
teaching with models and visual aids, students effort to identify it,or recognize its functions
and try to have its interpretation, to understand its use. Hence, teachers should use visual
learning aids in classroom for clearing the concepts of learners which will effects their
performance and then their performance would be better as compare to the previous.
CHAPTER-III

METHODS AND PROCEDURE


3.1 NATURE OF THE STUDY

Research design refers to the systematic steps set up to accomplish the objectives of the
study. It was descriptive/survey type study. Descriptive research is used to obtain
information concerning the current status of the phenomena to describe "what exists" with
reference to variables or conditions in a situation. It involves collecting, analyzing and
interpreting of data to find the effects of visual aids in learning performance of students at
elementary level in district Peshawar.

3.2 POPULATION

147 schools of Peshawar district at elementary level were included in the population of this
study.

3.3 SAMPLING

In this research random sampling techniques were used for the collection of information
from the particular individuals that had the specific knowledge.

3.4 SAMPLE SIZE

Ten schools were randomly selected from district Peshawar through random sampling and
primary data was used for gathering information. Similarly, ten students had selected from
each school, so 100 students constituted the sample size of the study.

3.5 INSTRUMENT USED

In this research the questionnaire was used to measure various parameters which showed
the effects of visual aids in enhancing the learning performance of the students at
elementary level in district Peshawar.

3.6 DESCRIPTION OF INSTRUMENT

Questionnaire consisted upon 20 items. The items were carefully and clearly designed under
the supervision of advisor. The items of questionnaire were categorized into one main class
i-e (Agree, Disagree, Strongly agree, strongly disagree).The prepared questionnaires were
first tried out on the few fellows in order to remove any ambiguity if it persists. The
questionnaire was administered personally by the researcher on 100 students of the
selected schools.
3.7 DATA ANALYSIS

The collected information was recorded and tabulated, the incomplete responses were
omitted in editing and all the complete responses of the respondents were tabulated and
analyzed accordingly. The analysis had been expressed in percentages. This study enables
the researcher to make some recommendation for the improvement of visual aids.
Chapter-IV

Data analysis and Interpretation


The study was descriptive in nature. This chapter deal with the presentation of the data
collected through the research instrument from the respondents (students) for analysis and
interpretation. Their responses were edited. tabulated with percentage method and
analyzed.

4.1 RESPONSES OF THE STUDENTS

Total number of selected students=100

Strongly Disagree undecided Agree Strongly total


disagree Agree
SDA DA UD AG SAG T

Table 4.1: Use of Visual Aids at Elementary Level


Sr. NO. Items SDA DA UD AG SAG T
(%) (%) (%) (%) (%) (%)

4.1.1 Use of visual learning aids can make 0 04 0 22 78 100


difficult ideas easy to understand

4.1.2 Use of visual learning aids help in 01 07 0 19 68 100


motivation

4.1.3 Use of visual aids avoids dullness 02 05 0 28 62 100

4.1.4 Use of visual aids brings change in 01 0 0 27 63 100


class room environment

4.1.5 Use of visual aids provides easy way to 02 02 0 25 65 100


understand difficult concepts

4.1.6 Through the use of visual aids 0 07 0 23 71 100


provides
students participate actively as
compare to simple teaching
It can be observed in 4.1 table 1:
 Item 4.1.1 indicates that 100% students were agreed that the use of visual learning
aids can made difficult ideas easy to understand.
 Item 4.1.2 indicates that 87% students were agreed that the use of visual learning
aids helped in motivation and according to 13% students were disagreed with the
statement.
 Item 4.1.3 indicates that 90% were agreed that use of visual aids avoid dullness and
according to 10% students were disagreed with the statement.
 Item 4.1.4 indicates that 90% students were agreed that use of visual
aids brought change in classroom environment however 10% student weredisagreed
with the statement.
 Item 4.1.5 indicates that 90% students were strongly agreed that use of visual aids
provided easy way to understand difficult concepts however 10% students were
disagreed with the statement.
 Item 4.1.6 indicates that 94% students were agreed that through the use of visual
aids they were participated actively as compare to simple teaching however 6%
students were disagreed with the statement.

Table 4.2: Use of Visual Aids in Students’ Learning Performance

Sr. No. Items SDA DA UD AG SAG T


(%) (%) (%) (%) (%)
4.2.1 Using visual learning 0 04 0 38 58 100
aids frequently can
raise students'
learning performance
in classroom
4.2.2 You understand more 0 07 0 23 23 100
effectively with the
use of visual aids.
4.2.3 Your subject 0 05 o 32 32 100
teachers prepare and
use visual teaching
aids in the
learning process.
4.2.4 Visual aids make 0 0 0 46 46 100
learning effective in
classroom

4.2.5 If visual learning aids 0 02 0 23 23 100


will be use defectively
, students’
learning performance
will be excellent

4.2.6 Visual learning aids 0 07 0 41 52 100


such as pictures and
real objects should be
attractive
and portable so that to
encourage students to
participate fully during
the learning process

It can be observed in 4.2 table 2:


 Item 4.2.1 indicates that 96% students were agreed that using visual learning aids
frequently can raised their learning performance in classroom however4% student
were disagreed with the statement.
 Item 4.2.2 indicates that 93% students were agreed that they understood more
effectively with the use of visual aids however 7% students were disagreed with the
statement.
 Item 4.2.3 indicates that 95% students were agreed that their subject
teachers prepared and use visual teaching aids in the learning process while 5%stude
nts were disagreed with the statement.
 Item 4.2.4 indicates that 100% students were agreed that visual aids made learning
effective in classroom.
 Item 4.2.5 indicates that 98% were agreed that if visual learning aids would be used
effectively, their learning performance would be excellent while 2%students were
disagreed with the statement.
 Item 4.2.6 indicates that 93% students were agreed that visual learning aids such as
pictures and real objects should be attractive and portable so that to encouraged
them to participate during the learning process however 7%students were disagreed
with the statement.
Table 4.3: View ’s of Teachers

Sr. Items SDA DA UN AG SAG T


No. (%) (%) (%) (%) (%)

4.3.1 Visual aids save students' time. 0 03 0 12 85 1


0
0

4.3.2 Visual aids provide first-hand knowledge to students. 0 05 0 53 42 1


0
0

4.3.3 Visual aids provide more information 0 0 0 25 75 1


0
0

4.3.4 Visual aids grow the accurate image when the students see and 0 08 0 47 45 1
hear properly 0
0

4.3.5 Students are involved in preparing visual learning aids using locally 0 02 0 30 68 1
available resources. 0
0

4.3.6 Nouse of visual learning aids provides low quality learning performance 0 09 0 21 70 1
0
0
4.3.7 Use of visual aids provides direct experience to the students. 0 07 0 18 75 1
0
0

4.3.8 The general functions of visual learning aids are that of delivering 0 06 0 14 80 1
message and creating sense of understanding between the teacher and 0
the students. 0
It can be observed in 4.3 table 3
 Item 4.3.1 indicates that 97% students were agreed that visual aids saved their time
while 3% students were disagreed with the statement.
 Item 4.3.2 indicates that 95% students were agreed that visual aids provided first-
hand knowledge to them while 5% students were disagreed with the statement.
 Item 4.3.3 indicates that 75% students were agreed that visual aids provided
 more information, while 25% students were disagreed with the statement.
 Item 4.3.4 indicates that 92% students were agreed that visual aids grown the
accurate image when they see and hear properly while 8% students were disagreed
with the statement.
 Item 4.3.5 indicates that 98% students were agreed that they were involved
in preparing visual learning aids using locally available resources while 2%students
were disagreed with the statement.
 Item 4.3.6 indicates that 91% students were agreed that no-use of visual learning
aids provided low quality learning performance however 9% students were
disagreed with the statement.
 Item 4.3.7 indicates that 93% students were agreed that uses of visual aids provided
direct experience to them, while 7% students were disagreed with the statement.
 Item 4.3.8 indicates that 94% students were agreed that the general functions of
visual learning aids were that of delivering message and creating sense of
understanding between the teachers and the students, while 6% students were
disagreed with the statement.
CHAPTER-V

FINDINGS, CONCLUSION AND RECOMMENDATIONS


This chapter includes findings, conclusions, and recommendations which were drawn from
the analysis of the data.

5.1 FINDINGS

Information from the collected data about the effects of visual aids in enhancing the
learning performance in classroom at elementary level in District Peshawar led to the
following findings:

o It was found that 100% students were agreed that use of visual learning aids can
made difficult ideas easy to understand.
o The data revealed that 87% students were agreed that use of visual learning aids
helped in motivation, while 13% disagreed.
o The data revealed that 90% were agreed that use of visual aids avoid dullness, while
10% disagreed.
o The data showed that 90% students were agreed that use of visual aids brought
change in classroom environment, while 10% disagreed.
o The research indicated that 90% students were agreed that use of visual
aids provided easy way to understand difficult concepts, while 10% disagreed.
o The data revealed that 94% students were agreed that through the use of visual aids
they were participated actively as compare to simple teaching, while 6%disagreed.
o The research showed that 96% students were agreed that using visual learning
o 24aids frequently can raise their learning performance in classroom, while
4%disagreed.
o It showed that 93% students were agreed that they understood more effectively
with the use of visual aids, while 7% disagreed.
o The data showed that 95% students were agreed that their subject
teachers prepared and use visual teaching aids in the learning process while 5%disag
reed.
o It was found that 100% students were agreed that visual aids made learning effective
in classroom.
o The research showed that 98% students stated that if visual learning aids would be
used effectively, their learning performance would be excellent, while 2% disagreed.
o The data showed that 93% students stated that visual learning aids such
as pictures and real objects should be attractive and portable so that toencouraged
them to participate during the learning process, while 7%disagreed.
o The data showed that 97% students say that visual aids saved their time, while3%
disagreed.
o It was found that 95% students were agreed that visual aids provided first-hand
knowledge to them, while 5% disagreed.
o The data showed that 75% students stated that visual aids provided more
information, while 25% disagreed.
o The data has revealed that 92% students were agreed that visual aids grown the
accurate image when they see and hear properly, while 8% disagreed.
o The data showed that 98% students stated that they were involved in preparing
visual learning aids using locally available resources, while 2% disagreed.
o The data has revealed that 91% students stated that no-use of visual learning aids
provided low quality learning performance, while 9% disagreed.
o The research found that approximately 93% students stated that uses of visual aids
provided direct experience to them, while 7% disagreed.
o The data revealed that 94% students stated that the general functions of visual
learning aids were that of delivering message and creating sense of understanding
between the teachers and the students, while 6% disagreed.

5.2 CONCLUSION:

Based on the findings of the study, the following conclusions were made:
The majority of the respondents viewed that use of visual learning aids can made difficult
ideas easy to understand. More than half of the respondents revealed that use of visual
learning aids helped in motivation. Most of the respondents revealed that use of visual aids
avoided dullness. Most of the respondents were agreed that use of visual aids brought
change in classroom environment. Most of the respondents were agreed that use of visual
aids provided easy way to understand difficult concepts. Most of the respondents revealed
that through use of visual aids they were participated actively as compare to simple
teaching. Majority of the respondents were agreed that using visual learning aids frequently
can raise students learning performance in classroom. Most of the respondents were agreed
that students understand more effectively with the use of visual aids. Majority of the
respondents were agreed that use of visual aids made learning effective in classroom.
Majority of the respondents revealed that if visual learning aids would be used effectively,
students' learning performance would be excellent. Most of the respondents said that visual
learning aids such as pictures and real objects should be attractive and portable so that to
encouraged them to participate during the learning process. Majority of the respondents
were agreed that use of visual aids made learning effective in classroom. Majority of the
respondents viewed that visual aids saved their time. Majority of the respondents revealed
that visual aids provided first-
hand knowledge to them. More than half of the respondents believed that visual aids
provided more information. Most of the respondents revealed that visual aids grown the
accurate image when students' see and hear properly. Most of the respondents were
agreed that no-use of visual learning aids provided low quality learning performance. Most
of the respondents revealed that visual aids provided direct experience to students. Most of
the respondents said that the general function so for visual learning aids were that of
delivering message and creating sense of understanding between the teachers and the
students. On the whole the results suggests that teachers should use visual learning aids in
classroom for clearing the concepts of learners which will effects their performance and
then their performance would be better as compare to the previous.

5.3 RECOMMENDATIONS

On the basis of findings and conclusions of the study following are the suggestions for the
improvement of students' learning performance.

I. Teachers may prepare and use visual learning aids.


II. Teachers may use such type of visual learning aids which can help in motivation.
III. Teachers may use such type of visual aids which can provide easy way to understand
difficult concept.
IV. Teachers may use such type of visual aids through which students' understand more
effectively.
V. Teachers may use such type of visual aids which can provide more information.
VI. Teachers may use such type of visual aids which provide high quality
learning performance.
VII. Teachers may use such type of visual aids which can deliver message and create
sense of understanding.
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APPENDIX-A

QUESTIONNAIRE FOR STUDENTS


Topic:
Effects of Visual Aids in Enhancing the Learning Performance ofStudents at
Elementary Level in District Peshawar
Name: __________________ Class:
________________________________Age: __________________ Name of Institutio
n: _____________________

4.1 Use of Visual Aids at Elementary Level: