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.
Each media or teaching and learning resources has itsown characteristics and suitable for use in a particularenvironment or situation. Selection of appropriate media byan educator was associated with the effectiveness of theteaching and learning process. Media suitable for a group of students andenvironmental conditions may not be appropriate in anothergroup of students in a different environment.
DEFINATION OF TERMSNon-projected Media : refers to any technology-based print mediaProjected Media : defined as media formats in which still pictures are enlarged and displayed on a screen.
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.
STATEMENT OF RESEARCH PROBLEMi. 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 abilitiesii. 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
PURPOSE OF THE RESEARCHi. 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 learningii. 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.
OBJECTIVEi. Knowing the extent of interest, attitude and motivation of students towards the session teaching and learning with the aid of visual mediaii. 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 efficiencyiii. 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
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
• 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.
RESEARCH QUESTIONThis study set the research questions based on the purpose andobjectives 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
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.
RESEARCH DESIGN Quantitative research is a method used when the researchobjectives require quantification such as determining theproportions of a population that behave or think in certainway. It generates statistics through the use of large-scale surveyresearch, using methods such as questionnaires or structuredinterviews. The research is used with relatively large respondents(anything from 50 to any number of respondents) and thequestions are structured, standardize and mostly closed withsome open ended.
POPULATION AND SAMPLE Questionnaires were distributed to 90 students form 4Sc1and 4A4 classes of SMK St.Teresa Kuching Sarawak. Both of theseclasses are classes that have the most number of students of form4 and represent two classes of students with different thinkingthoughts. Among all of this 90 students, only 11 indicates that theyare left handed which mean they are right hemisphere thinkerand the rest are left hemisphere @ right handed students.
RESEARCH LIMITATIONi. 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.
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.
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
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
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
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
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
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
RECOMMENDATIONi. 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 studentsii. 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 mediaiv. Additional research to develop tools that measure an individual’s degree of visual literacy