3. chapter 1 : INTRODUCTION
Visual plays an important role in trying to relay
messages effectively in a world where facts are not always
sufficient to convince audience. Through visuals, personal
perceptions can be seen in different perspectives in order to
make reasoned judgments. Generally there are three types of
visual media or teaching and learning resources that are
commonly used namely non-projected media, projected
media and electronic media.
4. Each media or teaching and learning resources has its
own characteristics and suitable for use in a particular
environment or situation. Selection of appropriate media by
an educator was associated with the effectiveness of the
teaching and learning process.
Media suitable for a group of students and
environmental conditions may not be appropriate in another
group of students in a different environment.
5. DEFINATION OF TERMS
Non-projected Media : refers to any technology-based print
media
Projected Media : defined as media formats in which still
pictures are enlarged and displayed on a
screen.
6. Electronic Media : use electronics or electromechanical
energy for the end-user (audience) to
access the content. Most new media are in
the form of digital media.
7. STATEMENT OF RESEARCH PROBLEM
i. Those whose thought processes are predominantly in the
right-hemisphere where visual-spatial and nonverbal
cognition activities rule frequently may have difficulty
capitalizing on a learning style that is not compatible with
their abilities
ii. Students with limited domain knowledge may regard
graphics as excess complexities and incomprehensible
information if the connections with the concepts are not
obvious to them
8. PURPOSE OF THE RESEARCH
i. to investigate how using of visuals media (defined as all the
props used in the process of learning that can be enjoyed
through the senses eyes, Daryanto, 1993:27) in teaching help
student in their learning
ii. to investigate the effects of instruction that incorporates
varying degrees of visual components including no visual
support, still visual media ( non-motion pictures) and
animated visual sequences.
iii. to examine the effects of specific visual characteristic (color,
font, texture, animation etc..) in facilitating learning.
9. OBJECTIVE
i. Knowing the extent of interest, attitude and motivation of
students towards the session teaching and learning with the
aid of visual media
ii. Explore and get a true picture of the effectiveness of visual
media in assisting the process of teaching and learning in
schools in terms of flexibility and efficiency
iii. Knowing the difference effective use of visual media oriented
modern education in the process of teaching and learning
over the way teaching and learning "chalk and talk" or the
aid of notes sheet and work with test questions
11. chapter 2 : REVIEW OF LITERATURE
• Visual media interactive display enables visual teaching and
learning process more effective because 90% of information
going to brain is through eye, 8% through ears and the other 2%
is through other senses.
• Mohammed Hasan Rahman (2000), based on the pyramid
of knowledge acquisition rates showed the largest percentage of
the vision recorded 83% compared to taste, touch, smell and
hearing.
• Bransford, Browning and Cocking (1999) emphasise the
importance of media in the creation of a learning environment
where students can be involved in interactive learning, such as
group discussions or the solving of a case study
12. • This suggests that allows the acquisition of visual information
efficiently the use of visual media in learning and teaching is
supported by researchers demonstrating that learner
preferences and styles can more effectively be addressed
(Gardner,1993)
• enhanced learning and retention take place through the use
of visual material (Paivio,1971, 1986; Dwyer & Baker, 2001;
Carney & Levin, 2002)
• Salomon (1979) proved that students learn new abstracts and
novel concepts in both verbal and visual form
• Cowen (1984) states that visual media make concepts more
accessible to students and enhance lateral recall of
information, while Pinker (1997) emphasises that visual media
can support students to retain and apply new concepts to real
life situations.
13. RESEARCH QUESTION
This study set the research questions based on the purpose and
objectives of the study as follows:
• does the student demonstrate mutual interest and level of
involvement in teaching and learning session
• what is the difference in student motivation to follow the
lesson and learning using different visual media.
• what is the effect of visual characteristic towards students
attention while learning
15. chapter 3 : RESEARCH METHODOLOGY
Quantitative methods used in this study. This study is based
on the survey method. Survey method is a specific way to
collect information about the population. Researcher
distribute the study material in the form of paper
questionnaires that students give their perception of the
effectiveness of using vary visual media in teaching and
learning process. Questionnaires were distributed to 90
students form 4Sc1 and 4A4 classes of SMK St.Teresa Kuching
Sarawak.
16. RESEARCH DESIGN
Quantitative research is a method used when the research
objectives require quantification such as determining the
proportions of a population that behave or think in certain
way. It generates statistics through the use of large-scale survey
research, using methods such as questionnaires or structured
interviews.
The research is used with relatively large respondents
(anything from 50 to any number of respondents) and the
questions are structured, standardize and mostly closed with
some open ended.
17. POPULATION AND SAMPLE
Questionnaires were distributed to 90 students form 4Sc1
and 4A4 classes of SMK St.Teresa Kuching Sarawak. Both of these
classes are classes that have the most number of students of form
4 and represent two classes of students with different thinking
thoughts.
Among all of this 90 students, only 11 indicates that they
are left handed which mean they are right hemisphere thinker
and the rest are left hemisphere @ right handed students.
18. RESEARCH LIMITATION
i. The small sample size representing the right brain students
do not address all learners. A larger size would be more
appropriate for future research.
ii. This study does not reflect the participant’s strengths in other
learning styles as it’s only focus on visual learning.
20. chapter 4 : RESEARCH FINDINGS
Most of the students agree that visual media had a
great impact to their learning. Thus this also will attract
students in learning process and motivate them to succed in
exam. They also agree that visual characteristic of specific
media had to be clear enough, organize layout and
appropriate pictures. This is evidence of how a person processes
information in the pages of the book shows the importance of
the visual features in the delivery of accurate and
understanding information.
Not only media do assist students to improve their
content knowledge and higher order thinking skills but it’s also
motivate them and stimulate their interest. Students are more
motivated to investigate the application of new concepts in
real life situations and discuss it with their peers.
21. RESULT OF DATA ANALYSIS ( part 1 )
QUESTION 1 : Visual Media greatly gave positive impact on
the level of understanding of learning, increases
class attendance, promotes cognitive reasoning
and increases examination results
70
60
50
No of students
40
30
20
10
0
Agree Moderate Disagree
Left handed 6 4 1
Right handed 56 18 9
22. QUESTION 6 : Changing images can reduce boredom
50
45
40
35
No of students
30
25
20
15
10
5
0
Agree Moderate Disagree
Left handed 7 3 1
Right handed 40 27 12
23. RESULT OF DATA ANALYSIS ( part 2 )
QUESTION 4 : Which media is reflected up-to date
information and accurate knowledge
80
70
60
No of students
50
40
30
20
10
0
Non projected Projected Electronic Media
Arts stream 13 2 30
Science stream 4 0 41
24. QUESTION 10 : Which media is an easy proof of information
60
50
40
No of students
30
20
10
0
Non projected Projected Electronic Media
Art Stream 25 8 11
Science stream 26 6 13
25. QUESTION 13 : Which media give students more opportunities for
‘hands on’ interaction and experience
40
35
30
No of students
25
20
15
10
5
0
Non Projected Projected Electronic
Arts Stream 8 14 23
Science Stream 18 15 12
27. chapter 5 : CONCLUSION
It is suggests that using visual elements in teaching and
learning embark positive results. In order for visual
enhancements to be used most effectively, teachers should
possess skills that include the language of imagery as well as
techniques of teaching visually.
The visualization of media not only cleared abstract
concepts to students, but enabled them to apply newly learned
concepts to everyday learning situations.
It is time to help ourselves and our children to embrace
and celebrate the valuable message to appreciate, to analyze
and understand what is happening around us, and develop the
skills and new habits that we need to think carefully and wisely
about the messages we create ourselves and the message we
received. This experience is necessary for students to develop
their personal values from the beginning
28. RECOMMENDATION
i. qualified and well trained teachers that are creative and able
to apply different teaching techniques, media and strategies
to clear abstract concepts or facts to students
ii. teachers use interesting visual media to teach in learning
teaching session, so that most students would be able to apply
these concepts in real world situations.
iii. Students can also be encouraged to create their own media
iv. Additional research to develop tools that measure an
individual’s degree of visual literacy
