MANUEL V. GALLEGO FOUNDATION COLLEGES INC.

CABANATUAN CITY, NUEVA ECIJA, PHILIPPINES

An Assessment on the Effectivity of Visual Teaching Aids in MVGFCI as Perceived by both Nursing Professors and Students

A Research Paper Presented to

The Faculty of the College of Nursing Manuel V. Gallego Foundation Colleges Inc. Cabanatuan City, Philippines

In Partial Fulfillment of the Requirements for the degree Bachelor of Science in Nursing

BSN IV C - GROUP 2

Leader: JUNIO, CATHERINE M.

Members: GUEVARRA, RUTH C. MORENTE, JACQUELINE G. PANGILINAN, LIWAYWAY NANIP, ALICE R.

SY 2009 2010

TABLE OF CONTENTS
APPROVAL SHEET ........................................................ iii ABSTRACT ............................................................... iv Purpose of the Study ................................................. iv Statement of the Problem .............................................. v Research Method ...................................................... vi Summary of the Findings ............................................. vii Conclusion ......................................................... xiii Recommendation ...................................................... xiv ACKNOWLEDGMENT ........................................................ xvi DEDICATION ........................................................... xvii LIST OF TABLES AND FIGURES .......................................... xviii Chapter 1 .............................................................. 20 The Problems and Its Background ........................................ 20 Introduction ......................................................... 20 Conceptual Framework ................................................. 21 Statement of the Problem ............................................. 23 Hypothesis ........................................................... 25 Scope and Delimitation ............................................... 25 Significance of the Study ............................................ 26 Definition of Terms .................................................. 27 Chapter 2 .............................................................. 29 Review of Related Literature and Studies ............................... 29 Foreign Literature ................................................... 29 Local Literature ..................................................... 31 Foreign Study ........................................................ 39 Local Study .......................................................... 41 Relationship of the Reviewed Literature and Studies to the Present Study ................................................................ 42

ii Chapter 3 .............................................................. 44 Methods And Procedures of Study ........................................ 44 Method of the Study .................................................. 44 Sources of Data ...................................................... 44 Data Gathering Procedure ............................................. 45 Statistical Treatment of Data ........................................ 46 Chapter 4 .............................................................. 48 Presentation, Analysis And Interpretation Of Data ...................... 48 Chapter 5 .............................................................. 78 Summary Conclusions And Recommendations ................................ 78 Summary of the Findings .............................................. 78 Conclusion ........................................................... 81 Recommendation ....................................................... 82 Bibliography ........................................................... 84

iii

APPROVAL SHEET
This research paper entitled An Assessment on the Effectivity of Visual Teaching Aids in MVGFCI as Perceived by both Nursing Professors and Students, prepared and submitted by 4C - Group 2, in partial fulfillment of the requirements for the degree, Bachelor of Science in Nursing, is hereby recommended for oral examination.

Dr. Arnold De Castro, Ph.D. Research Adviser

Panel of Examiners

Delsa Gonzales, RN Academic Coordinator

Irvin Veloso, RN Clinical Coordinator

Thelma Cauilan, MAED

Accepted

and

approved

in

partial

fulfillment

of

the

requirements for the degree Bachelor of Science in Nursing.

Ms. Rosalyn Bilog Dean, College of Nursing

iv

ABSTRACT
Title An Assessment on the Effectivity of Visual Teaching Aids in MVGFCI as Perceived by Both Nursing Professors and Students

Leader: Members:

Catherine Junio Alice Nanip Jacqueline Marie Morente Liwayway Pangilinan Ruth Guevarra

Degree: School: Adviser: Date of Defense:

Bachelor of Science in Nursing Manuel V. Gallego Foundation Colleges Inc. Arnold D. De Castro, Ph. D December 3, 2009

PURPOSE

OF THE

STUDY

The major concern of this study was to assess the visual teaching aids used by the professors as perceived by the nursing students. samples, It focused and on the videos, that computer projections, used by and the

examples

mock-ups

frequently

professors in classroom discussion. This study aimed to improve and enrich the ability and skills of the professors to the use of visual teaching aids in classroom to increase the chances of

understanding of the students to the lessons delivered by their

professors, to further engage the students in learning and maximize their potentials of transmitting the knowledge and information that will be delivered by the professors.

STATEMENT

OF THE

PROBLEM

This study was entitled An Assessment on the Effectivity of Visual Teaching Aids in MVGFCI as Perceived by both Nursing

Professors and Students. Specifically, question: 1. How may the profile of nursing students be described in terms of: 1.1 age; 1.2 gender; 1.3 civil status; and 1.4 year level? 2. How may the profile of professors be described in terms of: 2.1 age; 2.2 gender; 2.3 civil status; 2.4 monthly income; and 2.5 department? this study aimed to answer the following

vi

3.

What are the advantages and disadvantages of visual aids in classroom in terms of: 3.1 videos; 3.2 computer projections (Powerpoint); and 3.3.samples, examples and mock-ups?

teaching

4.

Is

there

significant of the

relationship

between

the and

profile their

variables

student

nurses-respondents

assessment on the visual teaching aids? 5. Is there a significant relationship between profile variables of the professor-respondents and their assessment on the

visual teaching aids? 6. What are the implications of the findings of the study to teaching and learning process?

RESEARCH METHOD The descriptive method of research was adapted to gathered information about present condition of nursing in rural health

areas. The principal aim in employing these methods was to describe the effects of visual teaching aids used by the professors in teaching. According to Calderon (2003), Descriptive research also

answers questions and satisfies curiosity about certain phenomenon. It also describes and elaborates the nature and cause of an

existing phenomenon at the time of the study.

vii

SUMMARY 1.

OF THE

FINDINGS

Profile variables of the student nurse-respondents. 1.1. As to age, 20-below got 56 or 93.3%, 21-25, 26-30, 31-35 and 36-40 got 1 or 1.67%. This implied that majority of the respondents were 20 years old and below. 1.2. In gender, 40 or 66.67% belonged to female and 20 or 33.33% belonged to male. This implied that majority of the respondents were female. 1.3. In civil status, single got 56 or 93.335 and married got 4 or 6.67%. This implied that majority of the respondents were single. 1.4. In year level, first year got 15 or 25%, second year got 15 or 25%, third year got 15 or 25% and forth year got 15 or 25%.

2.

Profile variables of the professor-respondents. 2.1. As to age, 36-40 and 26-30 got 3 or 27.3%, 46-above and 2 1-25 or 18.18% and 31-35 got 1 or 9.10%. 2.2. In gender, 9 or 81.8% belonged to female and 2 or 18.18% belonged to male. 2.3. As to civil status, married got 7 or 63.6%, single got 3 or 27.3% and separated got 1 or 9.1%. 2.4. In monthly family income, 6 or 54.5% belonged to 10,00019,999, 4 or 36.4% belonged to 9,999-below and 1 or 9.1% belonged to 20,000-29,999.

viii

2.5. In

department,

nursing

got

or

54.5%

and

general

education got 5 or 45.5%. 3. Visual teaching aids used by the professors as described by both the nursing student-respondents and professor-

respondents. 3.1. In statement videos with weighted mean of 3.06 and

described as often. 3.2. In item computer projections (power point) with

weighted mean of 3.55 and described as always. 3.3. In item statement samples, examples and mock-ups with weighted mean of 3.06 and described as often. 4. Advantages and disadvantages of visual teaching aids in

classroom as perceived by the nursing student-respondents and professor-respondents. 4.1. Videos 4.1.1. In statement realistic with weighted mean of 3.21 and described as agree. This implied that videos used by the professors were based on real

situations. 4.1.2. In item good mean that for 3.23 videos large and or small as as groups agree. teaching with This aid

weighted implied

described useful

were

regardless of the size of the class maybe.

ix

4.1.3.

In statement easy to understand with weighted mean of 3.26 and that described the as strongly easily agree. This the

implied

students

understood

topic presented through the videos. 4.1.4. In item appropriate to subject matter with

weighted mean of 3.25 and described as agree. This implied that the professors used videos that were appropriate for the topic being discussed. 4.1.5. In statement open to interaction with groups with weighted mean of 3.11 and described as agree. This implied that in the the students were encouraged videos to were

participate used. 4.1.6.

discussions

when

In item foreign setting with weighted mean of 2.53 and described as agree. This implied that the videos used by the professors were always in a foreign

setting. 4.1.7. In item requires accurate cueing with weighted

mean of agree. This implied that the professors gave signals to the students whenever important details were seen in the videos. 4.1.8. In statement requires time in selecting clip with weighted mean of 2.76 and described as agree. This implied that professors devoted their time in

selecting clips to be used in their discussions.

4.2. Computer projections. 4.2.1. In item evidence of preparation with weighted mean of 3.23 and described as agree. This implied that the professors made their powerpoint presentations by themselves. 4.2.2. In statement good for large or small group with weighted mean 3.20 and described as agree. This

implied that computer projections were useful in the discussions regardless of the size of the group. 4.2.3. In item easy to integrate with class discussion with weighted mean of 3.13 and described as agree. This implied that the professors to were able in to

encourage

their

students

participate

their

discussions. 4.2.4. In statement Up-to-date technology with weighted mean of 3.18 and described as agree. This implied that the professors have incorporated technology in their teaching. 4.2.5. In item entertaining with weighted mean of 3.08 and described as agree. This implied that the

students were entertained by this kind of visual aid.

xi

4.2.6.

In

statement

encourages

students

focus

with

weighted mean of 3.0 and described as agree. This implied that the professors were able to get the attention of their students when computer

projections were used. 4.2.7. In item easy to engage student in learning with weighted mean of 3.18 and described as agree. This implied that the students were motivated to learn when their professors use visual aids. 4.2.8. In statement requires special equipment/facilities with weighted mean of 2.53 and described as agree. This implied that special equipments should be

available in school in order for the professors to use this kind of visual aids. 4.2.9. In item texts are copy pasted from the internet with weighted mean of 2.2 and described as disagree. This implied that the professors gave their efforts in making their powerpoint presentations and not

just copy from the internet. 4.2.10. In statement requires electricity with weighted

mean of 3.11 and described as agree. This implied that it is impossible to use computer projections without electricity.

xii

4.3. Samples, examples and mock-ups. 4.3.1. In item real-world/authentic with weighted mean of 3.10 and described as agree. This implied that the samples used in the discussions were real. 4.3.2. In item sometimes inexpensive and readily

available with weighted mean of 3.15 and described as agree. This implied that it is practical to use these visual aids on the part of the professors and the school. 4.3.3. In statement experience maybe tactile/auditory as well as visual with weighted mean of 3.21 and

described as agree. This implied that the professors use samples that can be touched, seen or heard by the students. 4.3.4. In item easy to engage student in learning with weighted mean of 3.30 and described as agree. This implied that students were motivated to learn when visual aids were used by their professors. 4.3.5. In statement only few samples are available in the school with weighted mean of 2.98 and described as agree. This implied that the number of samples or mock-ups students. 4.3.6. In statement requires storage space with weighted mean of 2.90 and described as agree. This implied were not sufficient to the number of

xiii

that the school should provide a place for these visual aids be stored. 4.3.7. In item obsolete with weighted mean of 2.67 and described as agree. This implied that some of the samples used in school were not up-dated and should be changed already. 4.3.8. In statement requires time in creating relevant

samples with weighted mean of 2.97 and described as agree. devote This time implied in that the visual professors aids that should were

creating

appropriate for the subject matter to be discussed.

CONCLUSION In the light of the study, the following were concluded: 1. The profile variables of student found to the out nurse-respondents that there were and no the

professor-respondents significant

have

relationships

assessment

regarding

effectivity of visual teaching aids. 2. That the frequently used visual teaching aid in MVGFCI was computer projection (powerpoint) and often used videos and samples, examples and mock-ups.

xiv

3.

Majority of the student nurses found that the visual teaching aids used by their professors were beneficial to them since they found their lessons the more visual interesting aids used and by easily their

understood.

Therefore,

professors were more of an advantage to their learning process rather than a disadvantage to them. 4. Majority of the professors perceived that their use of visual teaching aids were more of an advantage rather than a

disadvantage for them since it lessen the board and chalk method of teaching and that they can deliver their lessons more interesting and effective for 5. That the nursing professors their students. of MVGFCI have already

incorporated technology on their methods of teaching.

RECOMMENDATION Based on the conclusions, the following recommendations were forwarded: 1. The professors of both nursing and general education

department shall continue and spend more effort in creating visual teaching aids that will be very helpful on the part of understanding of students. They shall also enrich more their performances in engaging students in learning and also use different visual teaching aids in delivering the lessons to

xv

the students and properly align the teaching styles to the learning styles of the students. 2. The school administration shall encourage their professors to use visual teaching aids in every meeting of the class to increase lessons the that percentage will be of the students They to understand provide the the

tackled.

shall

equipment/facilities and costs to be used by the professors in creating and delivering visual teaching aids and also provide their professors to a series of trainings and seminars for the enrichment of their skills in creating visual teaching aids. 3. The nursing students shall be more pursuant in their studying and engage themselves in participating to the discussion with their classmates and professors. They shall also use different learning styles in order to be more adaptive and participative in learning process inside the classroom. They shall encourage their professors to use visual teaching aids in every meeting of the class in order for them to learn more with their

professors. 4. The researchers shall disseminate to the public the result of this study especially to the learning institutions for them to be aware on the advantages and disadvantages of using visual teaching aids in classroom and also to give some idea for the future researchers to continue researching related to this study.

xvi

ACKNOWLEDGMENT
We, the researchers from BSN IV-C, would like to express our

sincerest gratitude to all the people who unselfishly shared to us their knowledge, resources, time and efforts in making this research work a magnificent experience for all of us. To our beloved thesis adviser, Dr. Arnold De Castro, thank you for the kindness, understanding, time and efforts you have given us as we go through the good and hard times in making this thesis a reality. To Dr. Edisteo Bernardez, Mrs. Elsie Caysido, and to our Dean, Miss Rosalyn Bilog, we truly appreciate the suggestions and recommendations you have made on our thesis. Those things helped us a lot in making our thesis a success. To our respondents, the nursing students and especially to all the nursing professors, we thank you for the time you shared in answering our questionnaires. To our Class Adviser, Mrs. Cynthia Dysangco, for the unending

support and encouragement you always give our group as we go along this course. To our family, for the unconditional love and support you always give us in every endeavor that we go through in our lives. And above all, we thank God for all the blessings and guidance that He always showered upon all of us.

xvii

DEDICATION
To our Alma Mater, Manuel V. Gallego Foundation Colleges,

which provided us quality academic standards in nursing education and trained us to become effective and responsible nurses in the future; And most of all, we give all the glory to you Our Almighty Father. For all these things would not be possible without your guidance and love for all of us.

The Researchers

xviii

LIST OF TABLES AND FIGURES

Title Page

Table 1

Presented the profile variables of the nursing student-respondents. Table 1.1 Age Table 1.2 Gender Table 1.3 Civil status Table 1.4 Year level 48 49 49 50

Table 2

Presented the different visual teaching aids used by the professors. 50

Table 3

Presented the advantages and disadvantages of visual teaching aids in classroom. Table 3.1 Videos Table 3.2 Computer Projections Table 3.3 Samples, Examples and Mock Ups 52 55 59

Table 4

Presented the profile variables of the professor-respondents. Table 4.1 Age Table 4.2 Gender Table 4.3 Civil status Table 4.4 Monthly family income Table 4.5 Department 62 62 63 64 64

xix

Table 5

Presented the different visual teaching aids by professors.

65

Table 6

Presented the advantages and disadvantages of visual teaching aids in classroom. Table 6.1 Videos Table 6.2 Computer Projections Table 6.3 Samples, examples and Mock-Ups

67

67 70 73

Table 7

Relationship between profile variables of the nursing student-respondents and their assessment regarding visual teaching aids.

76

Table 8

Relationship between profile variables of the professor-respondents and their assessment regarding visual teaching aids.

77

Figure 1

Paradigm of the Study

23

20

CHAPTER 1 THE PROBLEMS AND ITS BACKGROUND

INTRODUCTION Visual aids help your presentation makes things happen. Visual aids help you reach your objectives by providing emphasis to whatever is being said. Clear pictures multiply the audiences level of

understanding of the material presented and they should be used to reinforce your message, clarify points and create excitement. Visual aids involve your audience and require a change from one activity to another: from hearing to seeing. When you use visual aids, it uses trends to courage gestures and movement on your part. This extra movement reinforces the control that you, the speaker, need over the presentation. The uses of visual aids, then, are

mutually beneficial to the audience and you. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one sense at the same time, thereby increasing the audiences understanding and retention level. With

pictures, the concepts or ideas you preset are no longer simply words but words plus images. The use of visual aids then, is essential to all presentation. Without them, the impact of your presentation may leave the audience shortly after the audience leaves you. By

preparing a presentation with visual aids that reinforce your main ideas, you will reach your audience far more effectively and perhaps, to continue to touch they long after the presentation ends.

21

As

we

take

nursing

as

our

second

course,

we

have

seen

the

changes in the ways that the professors teach their students. Before, visual teaching aids are seldom used by our professors in the

presentations of their subject matters. They just discussed what were written in the book and wrote important terms on the board. Now, visual teaching aids are always used in their presentations. Videos of the latest medical procedures and nursing interventions are shown to the class and computer projections such as power point

presentations are used in the classroom. As we have seen the changes, we are then interested in knowing the effectiveness of these visual teaching aids used in MVGFCI to both the nursing professors and

students and this is why we come up with this study.

CONCEPTUAL FRAMEWORK The researchers will utilize the systems approach in conducting this study. The input box will contain the profile of the respondents such as age, gender, civil status, family monthly income and year level, the different visual teaching aids used by the professors and the effects of using visual aids in learning. The process box will contain the gathering of data through

questionnaires and interviews, analysis and interpretation of data to be collected using statistical tools and formulation of conclusions and recommendation. The output box will contain the identification of the different visual teaching aids used by the professors and its effectiveness and

22

the improvement of learning skills in Manuel V. Gallego Foundation Colleges.

Input
1. How may the profile of nursing students be described in terms of: 1.1 age; 1.2 gender; 1.3 civil status; and 1.4 year level?

Process
1. Gathering of data through questionnaires. 2. Analysis and Interpretation of data collected using

Output
1. To identify the different visual teaching aids used by the professors and its effectiveness.

23

Figure 1 Paradigm of the Study STATEMENT

OF THE

PROBLEM

24

This study is entitled An Assessment on the Effectivity of Visual Teaching Aids in MVGFCI as Perceived by both Nursing

Professors and Students. Specifically, questions: 1. How may the profile of nursing students be described in terms of: 1.1 age; 1.2 gender; 1.3 civil status; and 1.4 year level? 2. How may the profile of professors be described in terms of: 2.1 age; 2.2 gender; 2.3 civil status; 2.4 monthly income; and 2.5 department? 3. What are the advantages and disadvantages of visual aids in classroom in terms of: 3.1 videos; 3.2 computer projections (Powerpoint); and 3.3.samples, examples and mock-ups? 4. Is there significant relationship between the profile variables of the student nurses-respondents and their assessment on the visual teaching aids? teaching this study aimed to answer the following

25

5.

Is there a significant relationship between profile variables of the professor-respondents and their assessment on the visual

teaching aids? 6. What are the implications of the findings of the study to

teaching and learning process?

HYPOTHESIS 1. There is no significant relationship between profile variables of the respondents and their assessment on the visual teaching aids. 2. There is no significant relationship between the assessment of the nursing students and the professors regarding the visual teaching aids.

SCOPE

AND

DELIMITATION

This study was focused on the assessment of the effectiveness of visual teaching aids to nursing students in Manuel V. Gallego

Foundation Colleges. This study wants to emphasize the importance and benefits of visual teaching aids to both teachers and students.

This Colleges,

research Nursing

was

conducted from

at

Manuel to

V.

Gallego

Foundation 2009. The

students

July

October,

respondents were 60 nursing students (15 respondents from freshmen, 15 respondents from sophomores, 15 respondents from juniors and 15

26

respondents

from

seniors)

and

all

professors

that

are

handling

nursing subjects. The professor respondents were selected through the list of professors from the nursing department and general education department who handle nursing subjects.

SIGNIFICANCE

OF THE

STUDY

This study will be of great benefit to the following individuals or group of people. Nursing reflect Students. on the Through this study, they will aid be used able in to the

professors

visual

teaching

classroom and also they can align their learning style with teachers teaching style in order to absorb easily what the

instructors want to emphasize. Professors. In this study, they will be able to be benefited by identifying the impact of their teaching using different visual teaching aids and also it may be the way for them to improve their teaching materials and methods in engaging nursing

students to learning. Dean. This study may benefit the dean by helping to assess the instructors nursing in the institution, be improved providing and idea on how the

education

conducting

several

interventions related to the effects of using visual teaching aids in classroom facilitation.

27

School Administration. By this study, they will be able to know the problems related to teaching of their professors. And

through with this they can formulate a plan to be implemented to help the professors as well as the students in the institution. Researchers. Through this study, they will be able to personally witness the impact of using of visual teaching aids in Manuel V. Gallego Foundation Colleges and they are the one that can

identify the problems related. Future researchers. In this study, they will be able to have reference when their study will be related in this study.

DEFINITION

OF

TERMS

Assessment it is the action or an instance of assessing; the process of investigating, evaluating and observing.

Computer Projections is a special computer program which allows you to design a format, draft text and include illustrations which can then be projected and magnified onto a screen for the class to watch while the speaker makes his/her presentation.

Effectivity the quality of being able to bring out an effect Mock-up a usually life sized scale model of a structure, used for study, demonstration or testing.

28

Nursing Students It is a group of individual who are taking up nursing profession.

Professor a faculty member of the highest academic rank at an institution of higher education; a teacher at a university, college; one that teaches or professes special knowledge of an art, sport, or occupation requiring skill.

Teaching Aid materials and equipment used in teaching; A teaching aid is a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills illustrate or reinforce a skill, fact, or idea, and relieve anxiety, fears, or boredom, since many teaching aids are like games.

Videos the technology of electronically capturing, recording, processing, storing, transmitting and reconstructing a sequence of still images presenting scenes in motion.

Visual Teaching Aids It is the materials used by the professors in teaching students that can be acquired through visualization.

29

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the related literature and studies

compiled by the researchers from different nursing books journals and other references.

FOREIGN LITERATURE Adeyanju, G.A. (2003), in our image-rich world, people becomes visual learners, so it's important to use effective visual aids in a speech or presentation. Whether you're giving a speech in your public speaking class (and therefore are worried about a grade) or for

another occasion, you need to make sure you choose visual aids that truly enhance your presentation. Here are some tips to keep in mind when selecting a visual aid of any kind, including PowerPoint. Visual aids should be easy to see. This may seem obvious, but it's so obvious that many speakers don't consider this when selecting a visual aid. Think about it from the perspective of the audience. Have you used colors and text in a way that will be easy to read? Is the visual aid large enough? Will everyone in the room be able to see the visual aid? Visual aids should be easy to understand. People should be able to look quickly at your visual aid and get the point. They can't pay close attention to you and close attention to the visual aid, so make

30

things easy for them. Each visual aid should only make one point. If you're using a graph or table of some sort, keep it as simple as you can. And if you're using a visual aid with text, use as little text as possible or you will distract the audience. Visual aids should look professional. A sloppy visual aid will kill your credibility. Remember, professional doesn't necessarily

mean fancy, but it does mean neat and organized. Don't use "cutesy" visual aids, even for a class presentation. And always make sure everything is spelled correctly! Visual aids should demonstrate something. A good visual aid

doesn't just list information; it makes a point. Let's say you're giving a speech about the environmental damage done by cruise ships. You could list the different types of damage caused by cruise ships on a slide. But that doesn't demonstrate anything. A better visual aid would be a photograph of a shoreline that has been damaged

because of pollution by cruise ships. Or you could show a graph that shows the increase of a chemical in the water over a period of time when cruise travel has increased in that area. Visual aids should be explained clearly. Make sure the audience understands what your visual aid is supposed to illustrate. Don't assume they'll figure it out. In your speech about cruise ship

pollution, don't show the audience a bunch of dirty water and assume they'll know what it is. Instead, explain that this is a photograph of the ocean taken twenty minutes after a cruise ship came by.

31

Visual aids should not be distracting. Your visual aid should blend into your speech. As a rule of thumb, you should not pass a visual aid around the room for people to look at while you speak. They'll be looking at the visual aid instead of listening to you, and the audience will be distracted by having to pass something to other people. Choose visual aids that have relevance to your audience. If

you're giving a speech about hate crimes on campus, don't show them a photo of the aftermath of a hate crime on another campus. Use a photo from your campus-- or at least from a campus in your area. Visual aids should be appropriate. Use common sense. If you're giving a speech about the importance of wearing a condom, there are ways to illustrate this that won't gross anybody out, and there are ways to illustrate this that will. Err on the side of being

conservative here, especially if you don't know everyone in your audience.

LOCAL LITERATURE According to Milanu (2002), there are many different ways in which a trainer can make the learning experience more interesting and memorable for learners. One technique is to use teaching aids. These are things used in the classroom to aid teaching and training. They fall into two main categories: visual aids such as overheads; and

32

interactive tools such as a video program or resource pack. It is good to bear in mind that too much material and too many different themes can serve to confuse the class. It is best to stick to a few techniques and, perhaps, follow one theme, example or case study. Visual aids Visual aids are visual representations which support

presentations in the form of text, cartoons, graphs, illustrations, photographs. These can be OHP transparencies, handouts, flipcharts, posters, objects etc. They help to break up the monotony, providing a visual stimulant to reinforce what the learners are hearing. The three main techniques for this use projection onto a large screen that everyone in the class can see. The oldest is using a photographic slide projector. The more modern and flexible overhead projector enables presenters to design their own text as well as pictorial illustrations. The most high-tech version is the use of a data projector, a computer and presentation software such as

Microsoft PowerPoint. When audiences probably selecting your visual aid technology slide aware of your are as

expectations. only suitable

Photographic in specialized

presentations areas such

subject

preservation and conservation. With overhead projection the look of the presentation can be very professional as well as allowing individual tailoring that may

33

keep

the

audiences

attention.

Certain

audiences

may

expect

presentation software but this option can be perceived as flashy and is often very similar visually to every other speakers

presentations which can make it monotonous. Photographic slides Depending on the subject matter of your presentation, it may be appropriate to use photo transparencies. These need special equipment a projector and a carousel, usually with a trigger mechanism to allow you to move to the next slide. The slides are loaded into the carousel, the first slide is projected at the appropriate time and the rest in sequence either manually by an operator (who may or may not be the presenter) or automatically by the speaker with a remote control. As with any visual aid relying on technology, it is vital to make sure the equipment is working before the presentation begins. Depending on how reliable your computer technology is, it may be more efficient to scan the slides and incorporate them into a PowerPoint or similar presentation. Overheads Overheads are also known as OHPs, slides and transparencies. They are pictures or writing printed, written or drawn onto a sheet of acetate. This can be placed on the bed of an overhead projector and via light and magnification technology an image is projected onto a white wall or screen.

34

OHPs can be a very robust and resilient form of visual aid as the technology is cheaper, less prone to break-down and glitches than computer technology, and as you can write on blank transparencies, can be very responsive to classroom needs as when the trainer wants to elaborate on something or groups want a visual aid to feed back to class. They are also more flexible as you can change the order, and add or drop slides during a presentation according to need. You should always test the equipment before you start your

presentation. The focus may need adjusting, or the position of the projector or the screen. You should also assess the best place to stand so that everyone can see both you and the screen. There are some helpful rules to follow when developing and using overheads to support your lectures and presentations: Dont have too much information on a slide Use a large font size (ideally at least 20pt), and a font that is easy to read Using pictures, cartoons, your own illustrations, photos and

diagrams is good as it breaks up the monotony of reading and listening. They can also be amusing. If you cant find anything else, clip art is a useful resource Studies show that participants pay more attention to color

overheads

35

Time your overheads well if the class is copying you need to leave them up long enough

Dont click swiftly through your overheads like a photo slide show

Dont be afraid to elaborate while the OHP is up If there is a pause without an OHP to show, switch off machine as the blank screen is annoying and the noise of the fan can be distracting

Try

not

to

turn

to

the

screen

to

indicate

detail

on

the

projected image, use a pointer on the OHP itself and face your audience Try to ensure that the OHP projector is situated where you can use it without blocking the audiences view . Presentation software Presentation software is a special computer program which allows you to design a format, draft text and include illustrations which can then be projected and magnified onto a screen for the class to watch while the speaker makes his/her presentation. The equipment configuration varies but usually there is a desktop computer or

laptop linked to a data projector. There can sometimes be issues of compatibility with the computer equipment if the laptop is a

different age from the projector, for example. It is important to

36

test the equipment before starting the presentation. Although when first beginning to use powerpoint the technical expertise required to connect the equipment and bring up the image can seem rather beyond you, after a while you get to understand the tricks to set yourself up and to solve problems. The software will also generate a variety of documents that can be used as handouts or as the basis for annotated speakers notes. It is advisable to attend training to learn how to develop computerized presentations. The training will cover how to design the layout, select fonts, insert illustrations, draft text and specify the speed and delivery of the text on the screen. When developing presentations you can select from a broad range of backgrounds, fonts, styles and formats. The software, particularly Microsoft PowerPoint, provides some of these and you can also customize to use company logos or personal favorite clip art, etc. Unless you have access to designer input, it is best to keep computer-based presentations as simple as possible. One big advantage of computer-based presentations over the other two techniques is that you can change the presentation very easily and there is no need to change a hard copy unless you are providing the software generated handouts. Look at the tips provided for OHP design above for guidelines to help produce effective and professional presentations. Objects, pictures or documentation which are handed around the class but which do not constitute a handout

37

It

can

be

useful

to

circulate

objects

around

the

class

to

illustrate a point the speaker is making. Examples of this technique are: Moldy records (sealed in a plastic bag) in a preservation

management class An old hard drive in a digital records management class A similar technique is to circulate examples of documentation when either there is either too much or it is inappropriate to make copies for everyone. Photos, catalogues and books also lend

themselves to this treatment. Remember that individuals will be focusing on the circulated item at different times and may miss some of the accompanying lecture it can be more effective to leave them out for students to examine during a break. Other teaching aids There are many different types of teaching aids and it is

possible that you will invent a few unique kinds of your own. The examples given here are intended as an introduction rather than an exhaustive list. Resource packs and handbooks A resource pack is a collection of documents which supports the teaching or training. It is best to present them in a labeled folder.

38

handbook

is

also

collection

of

supporting

documents

but

the

material is bound together in a book. They are both integrated and comprehensive so that the learner has all the materials together. It differs from a set of handouts in that the material is all given out at once, usually at the on beginning subjects of not the training. in It may also

contain sessions.

information

covered

the

classroom

Videos, DVDs and audio tapes Videos, DVDs and audio tapes can be useful ways of reinforcing, introducing or filling in detail on the subject being taught. These can be shown to the class as substitute for a lecture or presentation and used exactly the same way with the participants free to take notes as they choose. They can also be used more interactively as follows: they can be used in conjunction with an exercise sheet which requires the class to fill in details from the visual/aural experience time is allowed for discussion before and/or after the showing

Document cleaning packs A document cleaning pack containing a mask, rubber gloves,

plastic eraser, paint brush, duster etc. can be used to demonstrate simple document cleaning techniques.

39

Role-playing Role-playing is where members of the class are given a part or character to play in a fictional situation. This can be completely free-form where everyone can invent their view-point for themselves. It can be more effective if the trainer devises a detailed script. The objective is for the class to think about the subject in a real life situation and is particularly effective if focused on areas of conflict within and between teams for example relationships between archivists / records managers and IT specialists.

FOREIGN STUDY According to Okunrotifa (2004), studies on teacher education and use of instructional materials have been carried out and reported by several investigators including those of pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well. The various researchers found that teacher who are trained and untrained, sue some form of materials to teach their lessons.

However, the relevance of the choice of instructional material types that were used and the quality of the instructional material types that teachers use have not been investigated. This is what the

present survey hopes to investigate.

40

Some investigators claim that whenever they taught with some of the learning aids, their students get more stimulated because the learning aids help them (students) to become more attentive. In

addition, students positive attitude generate more interest for the lesson they teach. As a result, students participate better in class activity. Procedure The questionnaire items were distributed to selected teachers, who gave prompt attention to the task of completing the

questionnaire. While the subjects of study were busy completing the questionnaire, an on the spot-checking of types, quality and

relevance of (IM) were assessed. Results On class enrolments, seventeen (17) teachers taught between ten (10) and thirty (30) students. Forty-nine (49) teachers taught

between thirty-one (31) and fifty (50) pupils while fourteen (14) other teachers taught between fifty-one (51) and seventy (70)

students in a single basic/primary and secondary school classes. The overall population of the school as the study revealed is between hundred and two hundred and ninety-nine (100-299) as reported by twenty seven (27) teachers in basic schools. Three hundred and four hundred and ninety-nine (300-499) was reported as the population

41

of

students

by

twelve

(12)

teachers

in

the

primary

schools.

The

population of secondary in the rural area is between five hundred (500) to six hundred and ninety-nine (699) as reported by thirty-two (32) teachers. and A population of between were seven hundred by and nine eight other

hundred

ninety-nine

(700-399)

reported

teachers for their secondary schools in the urban centre.

LOCAL STUDY According to study Agun (2003), shows the pattern of responses of teachers to the issue of learning aids. There is a high frequency of positive response to the use of educational materials for

teaching. A mean of 6.8 is recorded for agreement while a mean score of 0.33 is recorded for the responses of teachers that were undecided about the issues of the importance of learning aids. Findings of this study with regard to the use of learning aids to teach, support the earlier observations made. From the result obtained from the analyzed questionnaire, the issue to whether teachers on training benefits from the organized practice teaching sessions and whether they always use relevant and quality learning aids to carry out their teaching effectively is a subject of debate. Form field studies, teachers in the Arts

discipline were found to use other methods like dramatization, the play-way method as well as demonstration methods to teach English.

42

The Fine Arts and Music lessons that were observed were judged to be successful lessons. Those in the sciences made use of educational board; textbooks, materials and scanty chart to teach their lessons. Students in the Social Sciences however used a significant variety of two-dimensional materials and real objects to teach their lessons. The sum of it all in It is that it appears in that the student score teachers marks use

learning

aids

their appears

teaching also

order after

to

during

supervision.

they

have

qualified

professionally, the interest in the use of the learning aids often diminish.

RELATIONSHIP

OF THE

REVIEWED LITERATURE

AND

STUDIES

TO THE

PRESENT STUDY

All the reviewed literature and studies, both foreign and local were found significant to the present study particularly in the

methodology and content of the study to certain extent. The related studies provided this study a wide idea on the

formulation of questionnaires and to the method of research that will be used. All the reviewed literature served as the theoretical bases for this study as to the use of visual teaching aids in the past, at present or maybe in the future.

43

The

reviewed

literature

and

related

studies

helped

the

researchers in knowing the importance education.

of visual teaching aids in

44

CHAPTER 3 METHODS AND PROCEDURES OF STUDY

This section presents the method of study, sources of data, identified participants, sampling design, description of the conducts procedures of analysis and treatment of data.

METHOD

OF THE

STUDY descriptive method of research was adapted to gather

The

information about present condition of nursing in rural health areas. The principal aim in employing these methods is to describe the

effects of visual teaching aids used by the professors in teaching. According to Calderon (2003), Descriptive research also answers questions and satisfies curiosity about certain phenomenon. It also describes and elaborates the nature and cause of an existing

phenomenon at the time of the study.

SOURCES

OF

DATA

Information was obtained by the use of dense in descriptive survey to conduct measurements from the identified participants. The respondents of this study was the nursing students and professors of Manuel V. Gallego Foundation Colleges both in nursing and general education department handling nursing subjects. The researchers were selected nursing fifteen-nursing (15) students names from of each year as their in the

student-respondents.

The

the

professors

45

nursing and general education departments that were teaching nursing subjects were requested from the nursing department and all of these professors were considered as the professor-respondents.

Sampling Procedure The quota sampling method was used in determining the studentrespondents. In quota sampling, the population is first segmented into mutually exclusive subgroups. Then judgment is use to select the subjects from each segment based on a specified proportion.. The total sampling method was used in determining the professorrespondents. In total sampling, all the members of the target

population will be the respondents.

DATA GATHERING PROCEDURE The researchers and of got the the Dean permission of General of the Dean to of Nursing

Department

Education

distribute

questionnaires to the target respondents. Upon approval of the Deans, the researchers personally distributed the questionnaires to the

respondents. Instructions were given to the respondents with regard to the manner of answering the questionnaires. The questionnaire was divided into three parts. The first part was the profile of the respondents that contains the age, gender, civil status, family monthly income and year level. The second part was the different visual teaching aids used by the professors.

46

The third part was the advantages and disadvantages of visual teaching aids in classroom. In ensuring the return of all questionnaires, the researchers will personally give it to the respondents and will wait for the respondents to finish in answering. STATISTICAL TREATMENT
OF

DATA

The data gathered from questionnaires tallied and analyzed using the frequency count, weighted scores ranking and percentages: 1. Profile of Respondents The profile of the respondents such as age, gender, civil

status, family monthly income and year level were analyzed and interpreted using frequency count weighted scores count and

percentage. The formula according to Nocon (2000): P = f/N x 100 Where: P = percentage F = frequency N = total number of respondents 2. The different visual teaching aids used by the professors and the advantages and disadvantages of visual teaching aids used in classroom. The formula to be used as follows: WM = TWFS/N Where: WM = weighted mean TWFS = Total weighted frequency score N = Total number of respondents

47

3.

Relationship between profile variable of the respondents to the effectiveness between the of using visual of teaching the aids and relationship and the

assessment

nursing

students

professors regarding the visual teaching aids. The chi-square was used. The formula is: X = (OF EF) Where: X = chi-square EF = expected frequency OF = observed frequency

48

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data in the form of tables and

textual discussions of findings and significant interpretations.

Table 1 Presented the profile variables of the nursing studentrespondents. Table 1.1 Age
Age 36-40 31-35 26-30 21-25 20-below Total Frequency 1 1 1 1 56 60 Percentage 1.67 1.67 1.67 1.67 93.33 100.0

As to age, 20-below got 56 or 93.3%, 21-25, 26-30, 31-35 and 3640 got 1 or 1.67%. These findings showed that majority of the student nurse-respondents were aged 20 and below.

Table 1.2 Gender

49 Gender Male Female Total Frequency 20 40 60 Percentage 33.33 66.67 100.0

In gender, 40 or 66.67% belonged to female and 20 or 33.33% belonged to male. These findings showed that majority of student nurse-respondents were female. Table 1.3 Civil status
Civil Status Married Single Separated Widowed/Widower Total Frequency 4 56 0 0 60 Percentage 6.67 93.33 0 0 100.0

In civil status, single got 56 or 93.33% and married got 4 or 6.67%. These findings showed that majority of the student nurserespondents were single.

Table 1.4 Year level

50 Year Level First Second Third Fourth Total Frequency 15 15 15 15 60 Percentage 25 25 25 25 100.0

In year level, first year got 15 or 25%, second year got 15 or 25%, third year got 15 or 25% and forth year got 15 or 25%. These findings showed that student nurse-respondents were equal in number in terms of year level. Table 2 presented the different visual teaching aids used by the professors.
Item Statement 4 F 1 7 3 4 % 28.3 3 56.6 7 3 F 3 1 2 5 % 51.6 7 41.6 7 2 F 1 1 1 % 18.3 3 1.67 1 F % 1 1.6 7 0 0 TWF S WM Verbal Interpretatio n Often

Videos

184

3.0 6 3.5 5

Computer Projection s Samples, Examples and Mockups

213

Always

1 2

20

4 1

68.3 3

10

1 1.6 7

184

3.0 6

Often

AWM

3.2 2

Often

51

In statement videos with weighted mean of 3.06 and described as often. These findings showed that majority of the student nurserespondents noticed that their professors were using videos often times and indicated that the visual ability of the nursing students were tapped by their professors. In item computer projections (power point) with weighted mean of 3.55 and described as always. Based on the findings, majority of the student nurse-respondents noticed that their professors were

using computer projections always. It indicated that the teaching style of the professors were really tapped the visual ability of the students and the percentage to understand the lesson was higher. In item statement samples, examples and mock-ups with weighted mean of 3.06 of and the described student as often. These findings noticed showed that that their

majority

nurse-respondents

professors were using samples, examples and mock-ups many times and indicated that the learning of the students will be enhanced and facilitated.

52

Table 3 presented the advantages and disadvantages of visual teaching aids in classroom. Table 3.1 Videos
Item Statement 4 F 1 5 1 7 % 25 3 F 4 3 4 0 % 71.6 7 66.6 7 2 F 2 % 3.33 1 F 0 % 0 TWF S WM Verbal Interpretatio n Agree

Realistic

193

3.2 1 3.2 3

Good for large or small groups Easy to understand Appropriat e to subject matter Open to interactio n with groups Boring

28.3 3

194

Always

2 0 1 8

33.3 3 30

3 6 3 9

56.6 7 65

6.67

196

3.2 6 3.2 5

Strongly Agree Agree

195

1 3

21.6 7

4 1

68.3 3

10

187

3.1 1

Agree

2 4 4 0 1 2

40

2 8 1 6 3 1

46.6 7 26.6 7 51.6 7

8.3

145

2.4 1 2.5 3 2.0 6

Disagree

Foreign

6.67

66.6 7 20

152

Agree

Not good for discussion Requires accurate cueing Requires time in selecting

1 4

23.3 3

124

Disagree

3 9

65

1 7

28.3 3

1.67

164

2.7 3

Agree

6.67

3 8

63.3 3

1 8

30

166

2.7 6

Agree

53 clip AWM 2.8 5 Agree

In described

statement as

realistic These

with

weighted showed

mean

of

3.21 of

and the

agree.

findings

that

majority

student nurse-respondents agreed from being realistic of videos. It indicated that the students were enjoying the advantage of video from being realistic. In item good for large or small groups with weighted mean 3.23 and described as agree. Based on the findings, videos can be used for large and small group of people and indicated that videos were

helpful for the professors to use as visual teaching aid. In statement easy to understand with weighted mean of 3.26 and described as strongly agree. Based on the findings, majority of the respondents believed videos were easy to understand and indicated that using videos in classroom will be helpful for better

understanding of the lessons. In item appropriate to subject matter with weighted mean of 3.25 and described as agree. These findings showed that majority of the student-nurse respondents believed that content of the videos used by their professors are appropriate to the subject matters

tackled in the classroom. In statement open to interaction with groups with weighted mean of 3.11 and described as agree. These findings showed that

54

majority of the student nurse-respondents agreed to the statement and indicated that using videos enhanced interaction with groups. In item boring with weighted mean of 2.41 and described as disagree. Based on the findings, using videos were not boring to use in classroom and indicated that the student nurse-respondents were enjoying the videos as the teaching aids used by the professors. In described item as foreign agree. setting with weighted showed mean of 2.53 of and the

These

findings

that

majority

student nurse-respondents noticed that most of the videos presented by their professors were in foreign setting and indicated that there will be problems regarding understanding of In statement not good for videos. and interaction with

discussion

weighted mean of disagree. Based on the findings, majority of the student nurse-respondents disagreed on the statement and indicated that using videos encouraged the discussion and interaction in the classroom. In item requires accurate cueing with weighted mean of agree. These findings showed that majority of the respondents agreed that videos required accurate cueing and indicated that when the

professors used videos as visual teaching aids they need to give cues for the students to easily to understand the lesson on the videos. In statement requires time in selecting clip with weighted mean of 2.76 and described as agree. Based on the findings, majority

55

of the student-nurse respondents believed that the professors should spend ample time in selecting video clips appropriate for subject matter. Table 3.2 Computer Projections
Item statement 4 F Evidence of preparation Good for large or small group Easy to integrate with class discussion Animated Up to date technology Entertaining Encourages students focus Easy to engage student in learning Requires special equipment/facilities Texts are copy pasted from the internet Inappropriate for the topic Boring Requires electricity 14 % 23.33 3 F 46 % 76.67 2 F 0 % 0 1 F 0 % 0 194 3.23 Agree TWFS WM Verbal Interpretation

16

26.67

40

66.67

6.67

192

3.2

Agree

13

21.67

43

71.67

6.67

189

3.15

Agree

12 16

20 26.67

41 39

68.33 65

7 5

11.67 8.3

0 0

0 0

185 191

3.08 3.18

Agree Agree

13 9

21.67 15

41 45

68.33 75

5 3

8.3 5

1 3

1.67 5

185 180

3.08 3.0

Agree Agree

13

21.67

45

75

3.33

191

3.18

Agree

8.3

39

65

13.33

13.33

152

2.53

Agree

11.67

11

18.33

29

48.33

13

21.67

132

2.2

Disagree

3.33

25

41.67

24

40

15

140

2.33

Disagree

1 15

1.67 25

18 38

30 63.33

20 6

33.33 10 AWM

21 1

35 1.67

119 187

1.98 3.11 2.86

Disagree Agree Agree

56

In item evidence of preparation with weighted mean of 3.23 and described as agree. These findings showed that majority of the

student nurse-respondents believed that using computer projections needs preparation of the professors and indicated that the professors have allotted their time and efforts in selecting the clips

appropriate for the topics. In statement good for large or small group with weighted mean 3.20 and described as agree. Based on the findings majority of the student nurse-respondents agreed on the statement and indicated that computer projections were very useful for the professors whether for large or small group. In item easy to integrate with class discussion with weighted mean of 3.13 and described as agree. Based on the findings, majority of the student that nurse-respondents whenever the agreed on the statement and

indicated

professors

used

computer

projections

learning will be facilitated. In statement animated with weighted mean of 3.08 and described as agree. These findings showed that the student nurse-respondents were entertained by animation of computer projections. In statement Up-to-date technology with weighted mean of 3.18 and described as agree. Based on the findings, computer projections

57

were

up-to-date

to

technology

and

indicated

that

the

professors

already incorporated technology in their method of teaching. In item entertaining with weighted mean of 3.08 and described as agree. These findings showed that the student nurse-respondents were entertained by computer projections and indicated that learning of the students were affected positively and negatively. In statement encourages students focus with weighted mean of 3.0 and described as agree. Based on the findings, using computer projections can caught the attention of the students and find the lessons interesting. In item easy to engage student in learning with weighted mean of 3.18 and described as agree. These more findings the showed that the

student

nurse-respondents

understood

lessons

when

visual

aids were used. In statement requires special equipment/facilities with

weighted mean of 2.53 and described as agree. Based on the findings, using computer projections require special equipments/facilities and indicated that the for school the administration professors to have create provided computer

equipments/facilities projections.

In item texts are copy pasted from the internet with weighted mean of 2.2 and described as disagree. These findings showed that the lessons to be made in computer projections were not copy pasted from

58

the internet and indicated that the professors were observing the intellectual property rights of others. In statement inappropriate for the topic with weighted mean of 2.33 and described as disagree. Based on the findings, the professors made sure that what they presented in class were appropriate for the topic. In item boring with weighted mean of 1.98 and described as disagree. Based on the findings, computer projections were not boring and it tallied on the statement above of being animated and

entertaining. In statement requires electricity with weighted mean of 3.11 and described as agree. These findings showed that using computer projections in discussion was not possible without electricity.

59

Table 3.3 Samples, Examples and Mock -Ups

Item Statement 4 F Real world/authentic Three dimensional Sometimes inexpensive and readily available Experience maybe tactile/auditory as well as visual Easy to engage student in learning Only few samples are available in the school Often difficult to handle or distribute Requires storage space Obsolete Requires time in creating relevant samples 8 % 13.33 3 F 50 % 83.33 2 F 2 % 3.33 1 F 0 % 0 186 3.10 Agree TWFS WM Verbal Interpretation

10

47

78.33

11.67

179

2.98

Agree

16

26.67

37

61.67

11.67

189

3.15

Agree

13

21.67

47

78.33

193

3.21

Agee

21

35

36

60

198

3.30

Agree

6.67

44

73.33

12

20

172

2.98

Agree

6.67

40

66.67

16

26.67

168

2.80

Agree

10

42

70

12

20

174

2.90

Agree

2 8

3.33 13.33

39 42

65 70

16 10

26.67 16.67

3 0

5 0

160 178

2.67 2.97

Agree Agree

AWM

3.0

Agree

60

In item real-world/authentic with weighted mean of 3.10 and described as agree. Based on the findings, the professors used things that could represent the things being discussed. In statement three dimensional with weighted mean 2.98 and described as agree. These findings showed that the professors used things that could resemble the actual appearance of the objects being discussed. In item sometimes inexpensive and readily available with

weighted mean of 3.15 and described as agree. Based on the findings, it was practical to use this kind of visual teaching aids. In statement experience maybe tactile/auditory as well as

visual with weighted mean of 3.21 and described as agree. These findings showed that the students can see, hear and touch the things used in the discussion. In item easy to engage student in learning with weighted mean of 3.30 and described as agree. Based on the findings, there is a higher percentage of understanding the subject matter by the used of this kind of visual teaching aids. In statement only few samples are available in the school with weighted mean of 2.98 and described as agree. Based on the findings, the number of samples used in school were not sufficient for all the students.

61

In item often difficult to handle or distribute with weighted mean of 2.80 and described and as agree. were These findings to showed handle that and

examples,

samples

mock-ups

difficult

distribute and indicated that the professors needed an effort to use this as visual teaching aid. In statement requires storage space with weighted mean of 2.90 and described as agree. Based on the findings, using examples,

samples and mock-ups requires space for storage and indicated that the professors needed to provide space for the storage of materials they were using. In item obsolete with weighted mean of 2.67 and described as agree. These findings showed that examples, samples and mock-ups were obsolete already and indicated that it was not advisable for the professors to use as visual teaching aids. In statement requires time in creating relevant samples with weighted mean of 2.97 and described as agree. Based on the findings, using examples, samples and mock-ups needed time in creating relevant samples and indicated that it was the one of the difficult time/part of the professors in using examples, samples and mock-ups as visual teaching aids.

62

Table 4 presented the profile variables of the professor-respondents. Table 4.1 Age
Age 46-above 41-45 36-40 31-35 26-30 21-25 20-below Total Frequency 2 0 3 1 3 2 0 11 Percentage 18.18 0 27.3 9.1 27.3 18.18 0 100.0

As to age, 36-40 and 26-30 got 3 or 27.3%, 46-above and 21-25 or 18.18% and 31-35 got 1 or 9.10%. Based on the findings majority of the professor-respondents were ages 36-40 and 26-30 and indicated that they not old enough for the teaching profession and they can still provide visual teaching aids for the students learning. Table 4.2 Gender
Gender Female Male Total Frequency 9 2 11 Percentage 81.8 18.18 100.0

63

In belonged

gender, to

or

81.8%

belonged

to

female that

and

or

18.18% of the

male.

These

findings

showed

majority

professor-respondents were female and indicated that there were more female professors than male. Table 4.3 Civil status Civil Status Single Married Separated Widowed Total Frequency 3 7 1 0 11 Percentage 27.3 63.6 9.1 0 100.0

As to civil status, married got 7 or 63.6%, single got 3 or 27.3% and separated got 1 or 9.1%. Based on the findings, majority of the respondents were married and indicated that their time in making visual teaching aids will be affected.

64

Table 4.4 Monthly family income

Monthly Family Income 50,000-above 40,000-49,999 30,000-39,999 20,000-29,999 10,000-19,999 9,999-below Total Frequency 0 0 0 1 6 4 11 Percentage 0 0 0 9.1 54.5 36.4 100.0

In monthly family income, 6 or 54.5% belonged to 10,000-19,999, 4 or 36.4% belonged to 9,999-below and 1 or 9.1% belonged to 20,00029,999. These findings showed that majority of the professor-

respondents were having monthly income of 10,000-19,999 and indicated that they can provide visual teaching aid materials. Table 4.5 Department
Department Nursing General Education Total Frequency 6 5 11 Percentage 54.5 45.5 100.0

65

In department, nursing got 6 or 54.5% and general education got 5 or 45.5%. These findings showed that majority of the respondents were members of the nursing department. Table 5 presented the different visual teaching aids by professors.
Item Statement Videos 4 F 3 % 3 F % 2 F % 1 F % 0 0 33 41 3.0 3.72 TWFS WM Verbal Interpretation Often Always

27.3 5 72.7 3

45.5 3 27.3 0

27.3 0 0 0

Computer 8 Projections Samples, examples and mockups 4

36.4 7

63.6 0

37

3.36

Always

AWM

3.36

Always

In item videos with weighted mean of 3.0 and described as often. These findings showed that majority of the respondents were using videos as visual teaching aids many times and indicated that the visual learner students were really learned from them. In statement computer projections (power point) with weighted mean of 3.72 and described as always. Based on the findings, majority of the professor-respondents were using computer projections whenever they were teaching and indicated that they availed the advantages of using computer projections as visual teaching aids.

66

In item statement samples, examples and mock-ups with weighted mean of 3.36 and described as always. These findings showed that majority of the professor-respondents were using samples, examples and mock-ups whenever they teach and indicated that the professors were tapped the visual ability of the students.

67

Table 6 presented the advantages and disadvantages of visual teaching aids in classroom. Table 6.1 Videos
Item Statement Easy to integrate with classroom Good for large or small group Easy to create Easy to transport Up to date technology More expensive than other visual aids Requires special equipment Not good discussion and interaction Requires accurate cueing Requires time in selecting clip 4 F 7 % 63.6 3 F 4 % 36.4 2 F 0 % 0 1 F 0 % 0 40 3.64 Strongly Agree TWFS WM Verbal Interpretation

72.7

27.3

41

3.72

Strongly Agree

9.1

45.5

27.3

18.18

25

2.27

Disagree

36.4

45.5

9.1

9.1

34

3.1

Agree

72.7

27.3

41

3.72

Strongly Agree

72.7

27.3

41

3.72

Strongly Agree

63.6

36.4

40

3.64

Strongly Agree

36.4

63.6

15

1.36

Disagree

36.4

36.4

27.3

9.1

28

2.55

Agree

54.5

27.3

18.18

37

3.36

Strongly Agree

AWM

3.11

In statement easy to integrate with classroom discussion with weighted mean of 3.64 and described as strongly agree. Based on the

68

findings, the professors could easily integrate visual aids in their discussions. In item good for large or small groups with weighted mean of 3.72 and described as strongly agree. These findings showed that majority of the professor-respondents strongly agreed that videos

were good for large or small groups and indicated that they can use videos whatever the size of their class may be. In statement easy to create with weighted mean of 2.27 and described as disagree. Based on the findings, using videos in

classroom were not easy to create and indicated that the professors needed time and effort in having videos to be used as visual teaching aids. In item as and easy agree. to transport on the the with weighted mean of 3.1 easy were and to not

described transport

Based

findings,

videos

were

indicated

that

professor-respondents

having problems regarding to the transportation of visual teaching aids when they use videos. In statement up-to-date technology with weighted mean of 3.72 and described as strongly agree. Based on the findings, the

professors already use technology in their teaching. In item more expensive than other visual aids with weighted mean of 3.72 and described as strongly agree. These findings showed

69

that using videos were expensive than other visual teaching aids and indicated that the professors needed money when they use videos. In statement requires special equipment with weighted mean of 3.64 and described as strongly agree. Based on the findings, using videos requires special equipment and indicated that they cannot

provide videos for classroom discussion if the school does not have special equipment for videos. In item not good discussion and interaction with weighted mean of strongly disagree. These findings showed that videos were good for discussion and interaction and indicated that whenever the professors used the videos for classroom they facilitated good discussion and interaction. In statement requires accurate cueing with weighted mean of 2.55 and described as agree. Based on the findings using videos

needed accurate cueing for the better understanding of the students and indicated that it was the challenge on the part of professors for creating cues. In item requires time in selecting clip with weighted mean of 3.36 and described as strongly agree. These findings showed that using videos were time consuming in selecting clip and indicated that the professors needed more time for its preparation.

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Table 6.2 Computer Projections

Item Statement 4 F % Evidence of preparation Good for large or small group Easy to integrate with classroom discussion Animated Easy to update Entertaining Encourage Easy to engage 3 F % 2 F % 0 0 1 F % 0 0 41 TWFS WM Verbal Interpretation

8 72.7 3 27.3

3.72 Strongly Agree

9 81.8 2 18.18 0 0

0 0 42

3.82 Strongly Agree

7 63.6 4 36.4

0 0

0 0 40

3.64 Strongly Agree

5 45.5 5 45.5 5 45.5 6 54.5 8 72.7 3 27.3 8 72.7 3 27.3

1 9.1 0 0 37 0 0 0 0 0 0 0 0 38 0 0 41 0 0 41 0 0 42 0 0 42

3.36 Strongly Agree 3.45 Strongly Agree 3.72 Strongly Agree 3.72 Strongly Agree 3.82 Strongly Agree 3.82 Strongly Agree

9 81.8 2 18.18 0 0

Requires special 9 81.8 2 18.18 0 0 equipment/facilities Requires initial training to create Requires basic graphic/composition skills Requires basic graphic/composition 6 54.5 5 45.5 0 0

0 0 39

3.55 Strongly Agree

6 54.5 4 36.4

1 9.1 0 0 38

3.45 Strongly Agree

6 54.5 4 36.4

1 9.1 0 0 38

3.45 Strongly Agree

Requires electricity 9 81.8 1 9.1

1 9.1 0 0 41 AWM

3.72 Strongly Agree 3.63 Strongly Agree

In statement evidence of preparation with weighted mean of 3.72 and described as strongly agree. Based on the findings, the professors made their powerpoint presentations by themselves

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In item good for large or small group with weighted mean of 3.82 and described as strongly agree. It indicated that computer projections can be used whatever the size of groups or class maybe. In statement easy to integrate with classroom discussion with weighted mean of 3.64 and described as strongly agree. These findings showed that the professors could easily integrate computer

projections in classroom discussions. In item animated with weighted mean of 3.36 and described as strongly agree. It indicated that the focuses of the students were grabbed by the professors in using computer projections. In statement easy to update with weighted mean of 3.45 and described as strongly agree. It indicated that the professors were not having problems whenever they wanted to update their lessons in computer projections. In item entertaining with weighted mean of 3.72 and described as strongly agree. It indicated that the students enjoyed the topics presented with the use of visual aids. In statement encourage students focus with weighted mean of 3.72 and described as strongly agree. It indicated that students focus were earned by the professors and the possibility of learning was possible. In item easy to engage students in learning with weighted mean of 3.82 and described as strongly agree. It indicated that the

72

students

were

engaged

in

learning

by

their

professors

in

using

computer projections. In item requires special equipment/facilities with weighted mean of 3.82 and described as strongly agree. Based on the findings, using computer projections required special equipment/facilities and indicated that the professors needed to have special

equipment/facilities for classroom discussion. In statement requires initial training to create with weighted mean of 3.55 and described as strongly agree. It indicated that the professors needed to undergo special training in creating computer projections as their visual teaching aids. In item requires significant time to create with weighted mean of 3.45 and described as strongly agree. It indicated that the

professors needed time for using and creating computer projections and other paper works will be affected In statement requires basic graphics/composition skills with weighted mean of 3.45 and described as strongly agree. These findings showed that creating computer projections needed basic graphics and composition skills. In item requires electricity with weighted mean of 3.72 and described as strongly agree. It indicated that the professors cannot use computer projections as their visual teaching aids whenever

theres no electricity in school.

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Table 6.3 Samples, examples and Mock-Ups

Item Statement 4 F % Real world/authentic Three dimensional Sometimes inexpensive and readily available 8 72.7 3 F % 2 F % 1 F % 0 0 41 TWFS WM Verbal Interpretation

3 27.3 0 0

3.72 Strongly Agree

8 72.7

3 27.3 0 0

0 0

41

3.72 Strongly Agree

6 54.5

4 36.4 1 9.1

0 0

38

3.45 Strongly Agree

Experience maybe 5 45.5 tactile/auditory Easy to engage student in learning Sometimes difficult or impossible to acquire Often difficult to handle or distribute 7 63.6

6 54.5 0 0

0 0

38

3.45 Strongly Agree

3 27.3 1 9.1

0 0

39

3.55 Strongly Agree

2 18.18 5 45.5 4 36.4

0 0

31

2.82 Agree

5 45.5

5 45.5 1 9.1

0 0

37

3.36 Strongly Agree

Requires storage 1 9.1 space Usually out of natural environment 1 9.1

6 54.5 4 36.4

0 0

30

2.73 Agree

4 36.4 5 45.5

1 9.1 27

2.45 Agree

Requires time in 5 45.5 creating relevant samples

4 36.4 2 18.18 1 9.1 37

3.36 Strongly Agree

AWM

3.30 Strongly Agree

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In item real-world/authentic with weighted mean of 3.72 and described as strongly agree. It indicated that using samples,

examples and mock-ups, learning of the students were also based on real world. In statement three dimensional with weighted mean of 3.72 and described as strongly agree. It indicated that using samples,

examples and mock-ups were very complex in the part of students and professors shall elaborate well to the students the lessons. In item sometimes inexpensive and readily available with

weighted mean of 3.45 and described as strongly agree. It indicated that the professors dont have to spend more money for the use of samples, examples and mock-ups in classroom as their visual teaching aids. In statement experience maybe tactile/auditory as well as

visual with weighted mean of 3.45 and described as strongly agree. It indicated that using samples, examples and mock-ups, there were better understanding to the part of students because the students could touch, see or heard these samples. In item easy to engage student in learning with weighted mean of 3.55 and described as strongly agree. It indicated that the

students were engaged in learning because of always using samples, examples and mock-ups by their professors.

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In statement sometimes difficult or impossible to acquire with weighted mean of 2.82 and described as agree. It indicated that there were times that using samples, examples and mock-ups were not

applicable to use by the professors. In item often difficult to handle or distribute with weighted mean of 3.36 and and described of as strongly agree. It and indicated mock-ups that were

handling

distribution

samples,

examples

burden on the part of professors. In statement requires storage space with weighted mean of 2.73 and described as agree. It indicated that storage space was one of the problems of professors in using samples, examples and mock-ups as their visual teaching aids. In item usually out of natural environment with weighted mean of 2.45 and described as agree. It indicated that the learning will be difficult for the students due to being out of natural

environment. In statement requires time in creating relevant samples with weighted mean of 3.36 and described as strongly agree. It indicated that the professors needed time for thinking and making samples and examples and also their time in dealing with other works will be affected.

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Table 7 Relationship between profile variables of the nursing student-respondents and their assessment regarding visual teaching aids.
Profile variables Age X Value df Tabular Value Significance Decision (.05 level) 21.026 Not significant Not significant Not significant Not significant Accept Hypothesis Accept Hypothesis Accept Hypothesis Accept Hypothesis

7.552

12

Gender

0.620

7.815

Civil Status Year Level

1.724

7.815

7.214

16.919

Table 4 showed the relationship between profile variables of the student nurse-respondents and their assessment regarding visual

teaching aids. All profile variables such as age, gender, civil status and year level of the student nurse-respondents were less than the tabular values at 0.05 level of significance therefore hypothesis was

accepted.

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Table 8 Relationship between profile variables of the professorrespondents and their assessment regarding visual teaching aids.
Profile variables Age X Value df Tabular Value Significance Decision (.05 level) 16.919 Not significant Not significant Not significant Not significant Not significant Accept Hypothesis Accept Hypothesis Accept Hypothesis Accept Hypothesis Accept Hypothesis

9.778

Gender

0.917

7.815

Civil Status Monthly Income Department

2.968

12.592

3.361

12.592

1.454

7.815

Table 8 Relationship between profile variables of the professorrespondents and their assessment regarding visual teaching aids. The chi-square test revealed that age (X = 9.778); gender (X = 0.917); civil status (X = 2.968); monthly income (X = 3.361); and department (X = 1.454) of the professor respondents were found no directly relationship on their assessment regarding visual teaching aids.

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CHAPTER 5 SUMMARY CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the research outcome. It discussed the summary and the findings, conclusions and recommendations of the

researchers.

SUMMARY 1.

OF THE

FINDINGS

Profile variables of the student nurse-respondents. Majority of the student-nurse respondents were aged 20-

below and single. 2. Visual teaching aids used by the professors. Based on the study, the professors always use computer

projections and often use videos, samples, examples and mockups. 3. Advantages classroom. Videos The student-nurse respondents described the videos used by their professors as realistic, good for large and small groups, easy to understand, appropriate to subject matter and open to interaction with groups. But they also noticed that the videos and disadvantages of visual teaching aids in

79

require accurate cueing and time to select relevant clips for discussions. Computer projections The student nurse-respondents described the computer

projections used by their professors as easy to integrate to discussions, with evidence of preparation, animated, up to date technology, entertaining, and easy to engage in learning. Samples, examples and mock-ups. They authentic, found the samples, examples readily and mock-ups and to one be can

three-dimensional,

available,

have a visual, tactile and auditory experience with the use of these aids. But they were also described as difficult to handle or distribute, only few samples were available in the school, require storage space and requires time to find relevant samples for the subject matter. 4. Profile variables of the professor-respondents. Majority of the professor respondents were 26-40 of age. Nine of them were female and two were males. Seven of them were married, three were single, and one was separated. Six of them came from the Nursing Department and five from the General

Education Department. Majority of them have P10,000-P19,999 as their monthly income.

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5.

Different visual teaching aids used by the professors. According to the data gathered, the professor-respondents always use computer projections and often use videos, samples, examples, and mock-ups.

6.

Advantages classroom. Videos

and

disadvantages

of

visual

teaching

aids

in

The professor-respondents described their visual teaching aids used as easy to integrate with discussion, good for large and small groups, easy to create, easy to transport and up to date technology. But they also described them to be more

expensive than other visual aids, require special equipments, accurate cueing and time in selecting clips. Computer Projections They described the computer projections that they were

using to be good for large and small groups, with evidence of preparation, easy to update, animated, encourage students focus and entertaining. But they also found it to be requiring special equipment, initial training to create, significant time to

create and one must have basic graphics and composition skills.

Samples, Examples, Mock-ups

81

They described these visual aids to be authentic, threedimensional, readily available and experience can be tactile, visual or auditory . But they also found it to be requiring storage space, time to create relevant samples for the subject matter and sometimes out of natural environment.

CONCLUSION In the light of the study, the following were concluded: 1. The profile variables have of student found to the out nurse-respondents that there were and no the

professor-respondents significant

relationships

assessment

regarding

effectivity of visual teaching aids. 2. That the frequently projection used visual teaching and aid in MVGFCI videos was and

computer

(powerpoint)

often

used

samples, examples and mock-ups. 3. Majority of the student nurses found that the visual teaching aids used by their professors were beneficial to them since they found their lessons more interesting and easily understood.

Therefore, the visual aids used by their professors were more of an advantage to their learning process rather than a

disadvantage to them. 4. Majority of the professors perceived that their use of visual teaching aids were more of an advantage rather than a

82

disadvantage for them since it lessen the board and chalk method of teaching and that they can deliver their lessons more

interesting and effective for 5.

their students.

That the nursing professors of MVGFCI have already incorporated technology on their methods of teaching.

RECOMMENDATION Based forwarded: 1. The professors of both nursing and general education department shall continue and spend more effort in creating visual teaching aids that will be very helpful on the part of understanding of students. engaging They shall in also enrich and more also their use performances different in on the conclusions, the following recommendations were

students

learning

visual

teaching aids in delivering the lessons to the students and properly align the teaching styles to the learning styles of the students. 2. The school administration shall encourage their professors to use visual teaching aids in of every the meeting of to shall the class to the the

increase lessons

the that

percentage will be

students They

understand provide

tackled.

equipment/facilities and costs to be used by the professors in creating and delivering visual teaching aids and also provide

83

their professors to a series of trainings and seminars for the enrichment of their skills in creating visual teaching aids. 3. The nursing students shall be more pursuant in their studying and engage themselves in participating to the discussion with their classmates and professors. They shall also use different learning styles in order to be more adaptive and participative in learning process inside the classroom. They shall encourage their professors to use visual teaching aids in every meeting of the class in order for them to learn more with their professors. 4. The researchers shall disseminate to the public the result of this study especially to the learning institutions for them to be aware on the advantages and disadvantages of using visual teaching aids in classroom and also to give some idea for the future study. researchers to continue researching related to this

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BIBLIOGRAPHY
Books Adeyanju, G.A. (2003); Creativity Learning and Learning Styles. Zaria:

Nigeria. Isola Ola & Sons. Adeyanju, J.L. (2002); The role of education technology in pre-primary

education. Education technology and the 6-3-3-4 education system. Nigeria Association for Educational Media and Technology (NAEMT) 30-38. Adeyanju, J.L. (1999); The application of educational technology in preprimary education. Journal of Educational Media and Technology (JEMT), 2(1), 73-79. Adeyanju, J.L. (2000) Production of cheap instructional materials for the 63-3-4 system of education with emphasis on the first six years. Trends and Research in Educational Technology, 45-53.

Internet http://collegeuniversity.suite101.com/article.cfm/visual_aids_for_public_spe aking http://collegeuniversity.suite101.com/article.cfm/visual_aids_for_public_spe aking#ixzz0MlHeABTK http://dictionary.reference.com/browse/sophomore http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/vi suals.htm http://www.sil.org/lingualinks/literacy/ReferenceMaterials/GlossaryOfLiterac yTerms/WhatIsATeachingAid.htm