Chapter I

INTRODUCTION

Background of the Study

Education is necessary for everybody. Education is very vital, deprived of

education no one can lead a good life. Teaching and learning are important

elements in education. Learning is a dynamic cognitive process involving the

information and structuring of new schemas through perception, interpretation,

and categorization of new information and experiences while teaching can be

defined as engagement with learners to enable their understanding and

application of knowledge, concepts, and processes. It includes design, content

selection, delivery, assessment, and reflection.

The teacher uses different approaches and substantial to teach their

students and their active learning. Teaching aids arouse learners' interest and

help the teachers explain the concepts easily. As Singh (2005) defines: “ Any

devices which by sight and sound increase the individuals experience, beyond

that acquired through reading described as an audio-visual aid.”

Audio visual aid excites students' enthusiasm and helps the teachers

clarify the ideas effectively. Audio-visual aid is those instructional guides that are

utilized in the homeroom to energize the learning process. Audio-visual aids are

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those instructional devices that are used in the classroom to encourage learning

and make it easier and more interesting. Materials like charts, maps, models, film

strips, projectors, radio, television, etc. are instructional aids.

According to the definition of audio-visual materials, made by The

International Federation of Library Associations and Institutions, audio-visuals

are any materials that pertain to sight and /or sound (IFLA, 2007). The use of

audio-visuals at schools has become an integral part of education, and even of

services offered by school libraries (Swank, 2011). In parallel, for Ameh (2012),

the immense role of audio-visuals in assisting students to learn at their own pace

and consequently make the learning process meaningful stimulating, and stress-

free is no doubt.

As Kishore (2003) said, “audio-visual aids stimulated thinking and

understanding”. The use of audio-visual aids teaching and learning process has

multifarious values (Mohanty, 2001). The audio-visual aids provide opportunities

to enrich student’s academic life while some educational concepts and goals will

be easy for students to understand.

It plays a very important role in the teaching-learning process mostly for

the technical vocational students because the technical vocational track focuses

on skills to be able to demonstrate and apply by showing first some procedures

by using audio-visual aids.

In such a world, those who use and implement audio-visual materials in

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teaching will have the opportunities for students to learn and mesmerize by the

lesson more than those who do not. All students deserve an opportunity to

understand the lesson more with the use of audio-visual materials, especially to

students who are in the technical vocational livelihood (TVL) track that enhances

their skills in applying the procedures they learned.

According to the Research of Cuban ( 2001 ) indicated the psychology of

visual aids is under 1% of what is learned through the sense of taste, 1.5% of

what is learned through the sense of touch, 3.5% of what is learned through the

sense of sight. Also, people generally remember, 10% of what they read, 20% of

what they hear, 30% of what they see, 50% of what they hear and see, 70% of

what they say, and 90% of what they say as they do a thing or procedure.

To sum up, everything that has been stated so far, there is no doubt that

technical devices have a greater impact and dynamic informative system but this

research will sum up if there is a development in the skills that TVL students of

ACLC College of Tacloban have by the use of audio-visual materials in teaching

some skill-related lessons.

Statement of the Problem

This study was conducted to determine the effectiveness of audio-visual

materials in skills development of Grade 12 TVL students of ACLC College of

Tacloban City. Specifically, this study sought to answer the following questions:

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1. What are the perceptions of Grade 12 TVL students regarding the use of

audio-visual materials?

2. How effective are the use of audio-visual materials in the skills development of

Grade 12 TVL students of ACLC College of Tacloban?

3. What are recommendations that can be added to become more effective in

learning with the use of audio-visual materials in skills development?

Significance of the Study

This study will beneficial to students, teachers, parents, the Department of

Education, and future researchers. The goal of this research is to determine how

effective is the use of audio-visual materials on skills development for the Grade

12 TVL students of ACLC College of Tacloban City.

Students. To expand their learning knowledge and skills, audio-visual

learning also helps students develop visual thinking, which is a learning style.

Whereby, the learner comes better to understand and retain information better by

associating ideas, words, and concepts with images.

Teachers. To speed up teachers’ teaching generally, teachers take

excessive time to write the subject details on the board hence visual materials

are a great support for teachers.

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 Parents. The outcome of the study could provide valuable factual

information to parents such as the importance of knowing their children’s

academic standing, as well as their life experiences, which are used to garner the

most moral, social, and financial support from them.

Department of Education. To generate statistics and to differentiate the

dissimilarity in the middle of teachers who do not use audio-visual materials and

those teachers using audio-visual materials.

Future Researchers. The outcome of this research will be beneficial to

future researchers, especially to those who choose to conduct relevant studies of

this research.

Scope and Delimitation of the Study

The scope of the study is to determine the effectivity of audio-visual

materials in skills development of TVL students. Due to the stringent guidelines

required from the researchers, the data gathering will be delimited to the ACLC

College of Tacloban Campus and the researchers will not be allowed to have off-

campus field visits.

The study is also delimited only for Grade 12 students whose enrolled in

academic year 2022-2023. The main data gathering method will be through

informal interviews, questionnaires, and surveys. The total population of the

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students are 292 whose enrolled in TVL strand. The students are all given the

same questions to answer. Furthermore, the students will be chosen based on

their academic performance. The findings of the study will have little impact on

the students daily lives.

The duration of the study will be conducted within the second semester of

the academic year 2022-2023

Theoretical Framework

Learning is a mind-boggling process. It is characterized as an ongoing

process that is simultaneously biological and cultural. Each individual learner

functions within a complex development, cognitive, physical, social, and cultural.

Learning can be strengthened with various learning assets. One example is the

audio-visual materials that would be beneficial for skill development of students.

The Cognitive Theory of Multimedia Learning was used as a theoretical

framework for this study. This theory states that deeper learning can occur when

information is presented in both text and graphics than text alone. The theory of

Multimedia Learning hinges on the presumption that there are two channels for

learning: auditory and visual. The foundational author who developed this theory

was Richard Mayer (1997).

According to Mayer (1997), multimedia learning theory consists of three

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aspects that help students learn more effectively. The first one is that there are

two channels, namely audio and visual, for information processing; this is also

known as the multimedia principle. This principle states that students may learn

better from images and words than just from words. Based on the multimedia

principle, it can enhance students’ skill development and learning.

The multimedia theory of learning can be broken into a series of seven

principles as defined by Clark and Mayer (2003) but this study focuses on audio-

visual materials, the suitable principle for this study is the redundancy principle.

The redundancy principle is one of the seven principles defined by Clark and

Mayer (2003) that explains visuals with words in the audio. It is an instructional

principle that occurs when on-screen text and audio narration about a graphic are

the same. The redundancy principle states that learners can learn better just with

animation and narration which will be beneficial to the TVL students who are

mostly on skills acquisition.

Conceptual Framework

Framework consists of “a conceptual map that identifies the channels and

might influence teaching practice and subsequently student learning and a set of

guiding questions that can be applied to various policies, programs and practices

within the system and to outside influences that may affect the education system”

( Center of Education 2001 )

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 The major concept of this study is focused on the use of audio-visual

materials in the skill development of Grade 12 TVL students of ACLC College of

Tacloban.

Figure 1; shows the relationship of input variables which contains the perception

of the students, the success indicator, and the recommendation. While in the

process contains a survey, data gathering, data analysis, and data interpretation.

Lastly, the output variables contain the transformation or outcome of the input

variable.

INPUT PROCESS OUTPUT

• Perception of the • Effectiveness of

students on the use audio-visual
of audio-visual • Analysis of data materials
materials through:
• Improved skill
• Success indicator a. informal development of
or the effectivity of interviews learners
using audio-visual b. questionnaires
• Better quality of
materials c. data
skill acquisition
interpretation
• Recommendations
•Improved teaching
qualities

Definition of Terms

For better understanding of the study, the following words are

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conceptually and/or operationally defined.

Cognitive – of, relating to, being, or involving conscious intellectual activity (such

as thinking, reasoning, or remembering.

Schema – a diagrammatic presentation. broadly: a structured framework or plan:

outline. : a mental codification of experience that includes a particular organized

way of perceiving cognitively and responding to a complex situation or set of

stimuli.

Enthusiasm – : strong excitement and active interest. : something causing a

feeling of excitement and active interest.

Multifarious – having or occurring in great variety : DIVERSE

Dissemination – the action or fact of spreading something, especially

information, widely.

Mind Boggling – overwhelming; startling. – extremely surprising and diffi.

Hinges – a central point or principle on which everything depends.