NATIONAL COLLEGE OF BUSINESS AND ARTS

SAN JUAN TAYTAY, RIZAL

PERSPECTIVE OF GRADE 11 SENIOR HIGH SCHOOL STUDENTS TO

VISUAL AIDS IN CLASSROOM TEACHING

A Qualitative Research Presented to the National College of Business and Arts

in Partial Fulfillment of the Requirements for Practical Research 1

Valdez, Kissandra Charm V.

Sampayan, Jamie Aurora R.

Mariano, Daniella Louisse

Labordo, James Paul B.

Marangga, Axcell Hans

Yap, John Eymard M.

Venida, Jhon Bee C.

Bien, Bill Angelo R.

Cruz, Andrei C.

May, 2023
 ii

APPROVAL SHEET

This research entitled: Perspective of Grade 11 Senior Highschool

Students to Visual Aids in Classroom Teaching, has been prepared and

submitted by Bien, Bill Angelo R., Cruz, Andrei C., Labordo, James Paul B.,

Marangga, Axcell Hans, Mariano, Danielle Louisse, Sampayan, Jamie Aurora R.,

Valdez, Kissandra Charm V., Venida, Jhon Bee C., Yap, John Eymard M. in

partial fulfillment of the requirements for the subject Practical Research 1:

Qualitative Research of Senior High School program under the General Academic

Strand & Humanities and Social Sciences, and is hereby recommended for

acceptance and approval.

Approved and accepted in partial fulfillment of the requirements for the

subject Practical Research 1 of Senior High School program under the (General

Academic Strand& Humanities and Social Sciences) by the examination

committee with a grade of ________.

MR. JOHN PAUL A. ADLAWAN, LPT

Research 1, Subject Teacher

 iii

ACKNOWLEDGEMENT

The researchers would like to express their deep appreciation and

gratitude to the people who rendered their time and effort to make this research

possible.

ISIS-AIN I. DE LEON, LPT, MACDDS, Officer-in-charge, for her effort in

managing and improving the education system and her unending support to the

students of National College of Business and Arts, Taytay campus.

ANALYN E. CALIMAG, LPT, MACDDS, Senior High school academic

coordinator, for her unwavering support for the completion of this research and

wise comments on improving the output.

JOHN PAUL A. ADLAWAN, LPT, Research teacher and adviser, for his

support, concern, assistance and encouragement to finish the research.

The Panel, ALLAINE REYES-ARNEDO, LPT, served as the critic reader

of the study.

COLLEN ANN M. GONZALES, LPT, for her critiquing some parts of the

study and her suggestions for the improvement of the study.

 iv

To the respondents, thank you for taking the time to participate in our research

study. Your input and opinions are invaluable in helping us gather important

insights and information. We appreciate your willingness to share your thoughts

and experiences with us. Your participation is crucial in helping us understand the

topic at hand and in shaping the outcomes of our research. We assure you that all

the information you provide will be kept confidential and used only for research

purposes. Again, thank you for your participation and your contribution to our

research efforts. Your insights will help us make informed decisions and advance

our understanding of important issues.

To our family, friends, and classmates of the researchers for their support,

guidance and for their optimistic mind to help the researchers think positively.

The Researcher

Bien, Bill Angelo R.

Cruz, Andrei C.

Labordo, James Paul B.

Marangga, Axcell Hans

Mariano, Danielle Louisse

Sampayan, Jamie Aurora R.

Valdez, Kissandra Charm V.

Venida, Jhon Bee

Yap, John Eymard M.

 v

DEDICATION

We dedicate this work to all those who recognize the power of visual aids in

enhancing education and communication. We extend our gratitude to the

students, teachers, researchers, school administrators, academic coordinators,

faculty, and communicators who tirelessly strive to improve the teaching and

learning experience for all.

Our hope is that this study will serve as a valuable resource and inspire all

those involved in education and communication to effectively incorporate visual

aids into their practices. By embracing visual aids, we can create a more

engaging and successful learning and communication experience for all.

Together, let us continue to push the boundaries of education and communication

to new heights.
 vi

ABSTRACT

This introduces the importance of education and the components of

teaching and learning, emphasizing the significance of visual aids, particularly for

visual learners. The background and problem statement of the study are

discussed, which aims to determine Grade 11 students' perspective on the use of

visual aids in classroom teaching. The research objectives, design, and

methodology are presented, using a qualitative research method, including

individual interviews and focus group and found that visual aids are beneficial for

enhancing academic learning, catering to different group discussions. The study

surveyed Grade 11 students at the National College of Business and Arts and

found that visual aids are beneficial for enhancing academic learning, catering to

different learning styles and multiple intelligences, and benefitting visual learners

the most. The chapter concludes that the use of visual aids is an effective method

of enhancing students' academic learning and can help them achieve academic

success.
 vii

TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION v
ABSTRACT vi
TABLE OF CONTENTS
vii
LIST OF TABLES AND FIGURES
ix

CHAPTER ONE
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION 1
BACKGROUND OF THE STUDY 2
STATEMENT OF THE PROBLEM 3
RESEARCH OBJECTIVES 5
SCOPE AND DELIMITATION 6
SIGNIFICANCE OF THE STUDY 7

CHAPTER TWO
REVIEW OF RELATED LITERATURES AND STUDIES
REVIEW OF RELATED LITERATURE 10
REVIEW OF RELATED STUDY 16
SYNTHESIS 22
CONCEPTUAL FRAMEWORK 24
FIGURE 1 24
DEFINITION OF TERMS 25

CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN 28
RESEARCH LOCALE 30
FIGURE 2 30
THE SAMPLE 30
INSTRUMENTATION 31
DATA COLLECTION PROCEDURE 32
DATA ANALYSIS 32
 viii

CHAPTER FOUR
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
DEMOGRAPHIC PROFILE OF THE RESPONDENT 34
FIGURE 3 37
FIGURE 4 42
FIGURE 5 47

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS 48

CONCLUSION 52
RECOMMENDATION 54
REFERENCES 56

APPENDICES 59
A. Letter to Conduct Study 59
B. Validation Form 60
C. Interview Questionnaire 61

CURRICULUM VITAE 62
 ix

LIST OF TABLES AND FIGURES

LIST OF TABLES
1 Description of the Participants 6

2 Sample population 30

LIST OF FIGURES

1 Conceptual Framework of Perspective of Grade 11 SHS 24

Students to Visual Aids in Classroom Teaching.

2 Vicinity Map of National College of Business and Arts. 30

3 Types of Visual Aids that Students Usually see inside the 37

Classroom.

4 Benefits of Visual aids. 42

5 Pie Chart Demonstrating the Response of Students 47

to Different type of Visual Aids used by their Teachers
inside the classroom.

6 Aids used by their teacher inside the Classroom. 47

 CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

Introduction

Education is very essential to everyone. Without education you wouldn't be

able to communicate effectively, read, write, talk, think critically, know right from

wrong, or grasp how the world works. There are two key components in

education, which are teaching and learning. Teachers have different ways of

teaching, one of the examples of these is using illustrations or any visual

materials in teaching. Students also have different styles in learning the concepts.

Some students prefer seeing the concepts than hearing.

Visual Learning is a type of learning style in which students prefer to use

images, graphics, colors, and maps to communicate ideas and thoughts. Being a

visual learner entails thinking in pictures rather than in words. According to the

researcher’s research, Visual learners can remember seventy-five percent of

what they see or read, so they take lots of notes. They have a good sense of

direction because they can read maps. Some students are having a hard time

studying when they can't see the information by picture. It can result in students

not understanding the topic, especially to slow learner students.

Visual aids are illustrations that make a content or course clearer or

simpler to comprehend like film land, models, maps, charts, videos, slides, real
 2

objects etc. These aids can be distributed as follows. Models, real effects, maps,

prints, and charts are just a many examples. There are also flashcards, bulletin

boards, chalkboards, slides, pdf files, and overhead projectors. The most popular

of them are chalk and a blackboard or white board. When a course is assigned to

the class while the course books (hand books) contain an inordinate quantity of

interactive moxie exercises, the obstacles of classroom instruction rise. The

integration of handbooks with audiovisual aids has changed a frequent marvel,

and that's veritably significant. As a redundant or supplemental resource for tasks

related to learning in a course in the classroom. The use of visual aids in training

is pivotal. Visual aids are those tutoring tools that are used in classrooms to help

pupils learn more effectively and engagingly. The finest system for conducting

knowledge and for making instruction successful is the use of visual aids.

Background of the study

Visual Aids was founded in 1988 by art critic and writer Robert Atkins,

curators Gary Garrels, Thomas Sokolowski and William Olander (1951-1989).

Visual AIDS was one of the first national initiatives to record the impact of the

AIDS pandemic on the artistic community.

Visual learning aids, such as images, sketches, or lively videos, are

frequently intended to speed up learning and have a beneficial outcome. The

usefulness of visual information from the perspective of learning and instruction

depends on cognitive learning and retention. Furthermore, understanding and

 3

recall are the two key areas on which learning materials' performance standards

are based. If the learning aids are really applied to a procedural motor task, the

performance criteria should be centered on the effect of the actual action rather

than on retention. Teachers should consider how they will foster learning whil e

creating and utilizing visual teaching tools. As a result, learning aids are a more

appropriate term to use than teaching aids. We wanted to study this topic,

because we wanted to know the perspective of Grade 11 students to visual aids

in classroom teaching.

Statement of the problem

While there may be a number of causes for the failure, usage, and non-use

of visual teaching tools might all have an effect. According to the literature already

in existence, visual teaching tools affect students' academic achievement.

reiterating that the use of Instructional tools like visual learning aids encourages

active student participation in the learning process, leading to high-quality

education that equips students to function in the modern world in light of

technological advancements. Aids improve teaching and learning effectiveness,

give detailed, in-depth information, and alter the classroom environment.

Further, Stokes analyzes the research on the use of visual aid in teaching

and learning, noting that while it points to promising outcomes, the most efficient

use of visual aids requires that teachers should be able to use the visual
 4

language as well as visual teaching methods and that teachers need assistance

in developing their visual literacy. It is commonly accepted that visual learning

aids facilitate learning and that when they are employed in the classroom, pupils

have no trouble understanding the information. However, lack of resources,

inadequate motivation, and bad learning environments were some of the issues in

public secondary schools, not to mention the usage or non-use of learning aids.

Despite other issues, a connection between the use or non-use of visual learning

aids and students' academic achievement has not yet been proven. This study's

goal was to determine how using and not using visual teaching aids affected

students' academic performance.

The researchers intend to discover the perspective of Grade 11 Senior

High School Students of National College of Business and Arts – Taytay branch

in using visual aids in their learning process;

1. What is the profile of the respondents in terms of;

a. Age,

b. Sex, and

c. Strand?

2. What type of visual aids do the students usually see? i.e;

a. Projectors

b. Manila Paper

c. Cartolina
 5

d. Books

3. How do visual aids affect and benefit student academic

learning?

4. How do the students respond to different types of visual aids

used by their teachers? i.e.;

a. Slides Presentation

b. Manila Paper

c. Writing on the Board

d. Handouts

e. PDF Files

Research Objectives

When the researchers did the data analysis, they found that most schools

have their own specific styles of teaching when it comes to visual aids

● To confirm the types of visual aids that students typically encounter inside

the classroom.

● To identify how visual aids affect and benefit the student’s academic

performance.

● To find out the student’s response to other types of visual aids they see

inside the classroom.

 6

Scope and Delimitation

The study aims to comprehend how useful visual aids are for student

learning and teachers. It also aims to find out how visual aids benefit and affect

the student in their academic learning. This study will identify what visual aids that

students typically encounter inside the classroom and find out the response to

other types of visual aids in learning. The study will be conducted on Grade 11

Senior High School Students of the National College of Business and Arts. We

will be choosing ten qualified students to be the researcher’s respondents. The

researchers hereby agree not to publish or reveal confidential information from

the respondents. The researchers have a limited amount of time to complete the

research. The researchers will do the research and due to a shortage of

resources to do their scientific research to the visual aids. The researchers will

be conducting the research at the end of the quarter and will be collecting the

data by doing a questionnaire for the respondents to answer and gather

information. The number of students in each grade or section shall be as follows:

Grade and Section Number of students

Grade 11 Marx 23

Grade 11 Singapore 14

Grade 11 Peso 45
 7

Significance of the Study

The study is deemed to be beneficial to the following;

Students. Visual aids make studying more enjoyable and easy for

students. They also make lessons clearer or simpler to grasp, which improves

teaching effectiveness and promotes knowledge sharing. Increasing student

vocabulary, encouraging students to study more successfully, supporting their

retention of material for longer periods of time, giving them a concrete example of

how to approach a problem, and assisting in their development of a correct

understanding of themes and concepts.

Teachers. To make learning more engaging, entertaining, and successful,

teachers use visual aids to establish, clarify, connect, and correlate ideas and

concepts. Visual aids are the tools that enable the teacher in accurate conception,

establishment, correlation, and coordination of understandings and appreciations

as well as in making learning more

Future Researchers. To help enlighten and lead upcoming researchers

as they conduct their own research investigations on this subject. Additionally, to

improve the efficacy of future researchers' study and to have an impact on

students' preferred fields of study.

 8

School Administrators. Can use this information as a powerful tool to

address challenging issues in education. Student conduct, curriculum, plans for

school improvement, and other educational challenges are a few of these issues.

And The administrator can use research to assess the success of their own

professional practice and to solve personal concerns by using visual aids.

Academic and Subject coordinators. To help them enlighten the school

administrators how important visual aids are in their teaching process and to

teach students effectively on a particular subject that needs to be illustrated

visually for them to understand clearly.

Faculty. The findings of this work's research will give educators the tools

they need to adopt effective and enhanced techniques of making learning and

teaching the topic more engaging

Proponents of the Study. This is a reference to the students who carried

out the investigation. With this study, they will discover self-fulfillment and acquire

new information and abilities. This study will aid and encourage further

researchers to be more inventive and imaginative in their next undertakings.

 9

The Communicators. It can help them to improve their use of visual aids

in classroom teaching by providing valuable insights into the preferences and

experiences of students. By incorporating the findings into their practice,

communicators can help create a more engaging and successful learning

experience for students, leading to a more effective communication in the

classroom.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE AND STUDIES

Local Literature

According to Mercado and Ching in their posted article, One of the

necessities of a 21st century educator is the ability to develop learner’s materials

to address the needs of individual students. Primarily, the objective of this study is

to identify the perspective of Filipino teachers on how they produce and consume

educational materials such as visual aids, hand-outs, presentations, lesson plans,

work sheets, video tutorials and more. Another point that this study aims to

identify is if the teacher-respondents have shared their work whether in tangible

form or through online platforms. To meet these objectives, a qualitative research

method was used to provide a complex textual description of how the teacher-

respondents experience the given research issue. Moreover, this method

provides flexibility for it allows greater spontaneity and adaptation. To gather

responses, Google Forms was used to reach a larger number of teachers. There

were eight research questions that helped the researcher to conclude that the

teacher respondents perceived themselves as producers than consumers of

educational materials. (Mercado, Ching, 2016)

 11

In line to this, Legaspi mentioned about using instructional materials in

teaching and learning nowadays is not new. What is new is that the technological

equipment that we adapted and have been introduced to us throughout the years.

Because of these technologies used in teaching, we must therefore know the

effective use and proper application of these materials. It has been proven that

the use of these technological types of equipment as instructional aides are

beneficial to learners and educators. Teachers must keep in mind the purpose for

which instructional materials are used and the basis for selecting the materials

that are most likely used to help learners achieve learning. (Legaspi, 2014)

As mentioned by Abante. et al in his study titled “Type and Quality of

Instructional Materials and Equipments”, Learning or thinking styles refer to the

preferred way an individual processes information and also describe a person’s

typical mode of thinking, remembering or problem solving. The basic learning

styles are visual that uses visual objects such as graphs, charts, pictures, and

seeing information; auditory that retains information through hearing and

speaking; and kinesthetics that likes to use the hands-on approach to learn new

material. Student’s difficulty in learning may be due to different factors including

the following: intellectual, learning, physical, emotional and social, mental,

environmental and teacher’s personality. Based on the data collected, most of the

respondents are visual learners and the factors that greatly affect their learning

are physical (Health, visual and physical defects, nutrition and physical

development) and environmental factors. (Abante. et al, 2014)

 12

As mentioned by Qiao Yu Cai in his study titled "Effect of Multimedia Visual

Aids Used for Teaching Chinese on Philippine Secondary School Students’

Learning Outcomes and Attitudes," the use of multimedia visual aids in teaching

has a positive effect on students' learning outcomes and attitudes. This finding is

highly relevant to the study titled "Perspective of Grade 11 SHS Students to

Visual Aids in Classroom Teaching" as it also focuses on the use of visual aids in

the classroom setting.

The study on the effect of multimedia visual aids in teaching Chinese

revealed that students who were taught with the aid of multimedia resources

showed higher levels of motivation, interest, and engagement compared to those

who were taught using traditional methods. This finding suggests that the use of

multimedia visual aids in teaching can help improve students' attitudes towards

learning and make the learning process more enjoyable and interesting.

Furthermore, the study showed that students who were exposed to

multimedia visual aids had better learning outcomes, as measured by their scores

on achievement tests. This finding implies that the use of visual aids in the

classroom can enhance students' understanding and retention of concepts. ( Qiao

Yu, 2018 )

According to Dumpang, Sedanza, and Las Johansen in their study, they

 13

stated that Instructional materials are the tools used to educate learners and help

the teaching-learning process be more effective and meaningful. However,

teachers face problems regarding sources of information or materials to be used

in instruction, especially those teaching in public schools. Using a qualitative

single-case study design, this study aims to determine the available instructional

materials used by the Filipino Subject Teacher in a National High School which

was identified by the City Division to be one of the low performing schools in the

city based on the National Achievement Test 2016. This study will use purposive

sampling and the use of semi-structured interviews as it links to Instructional

Design Theory that worries how the student is going to learn and not more than

what the student is going to learn. Results of this study could provide necessary

assistance or school intervention for teachers teaching Filipino subject.

(Dumpang, Sedanza, Las Johansen, 2021)

 14

Foreign Literature

As stated by Louise E. Curley, Zimei Wu and Darren Svirskis in their

posted article. Students had better performance after the introduction of, and

favorable responses to, the visual aids. Visual aids were a beneficial tool in

regards to understanding and application of complex concepts. Improvements

can be made; tailoring accompanying descriptions and using more repetition.

(Curley, Wu, and Svirskis, 2018)

According to Masaaki Oki in his study, he stated that it is becoming difficult

for English teachers to teach using only printed matter such as a textbook;

therefore, they often use visual aids such as DVDs, which are sometimes

included with an English textbook. Moreover, students are accustomed to such

visual aids in an English class. However, the DVDs packaged with a textbook

may not enhance the presentation of lessons. This study, based on the

pedagogical perspective of John Keller’s ARCS theory, focuses on the

development of an original visual aid that helps students understand the material

and explains the essence of a movie that teachers wish to show their students.

Using an original DVD as an aid allows teachers to tailor the content of these

materials on the basis of their instructional needs. These aids are accessible,

allowing learners to experience content traditionally presented in textbooks and

movies. In addition, depending on how the teacher creates or uses the aid, it can

save time by concisely presenting only the relevant points in a lesson. Visual aids
 15

created by teachers are rare in English lessons. This study of these teaching

materials leads us to more progressive and informative multimedia teaching

methods (Oki,2013)

As stated by Abdul Jabar, Baser, The responses of teachers’ show, that all

of them use visual aids. Some teachers use less and some of them use more

visual aids during teaching and learning. All respondents believe on the

importance of using visual aids. Also the result shows that male and female

teachers use the visual aids but, with some differences, as it is clearly shown in

the findings some use one type, but some use other types. Kabul TTC teachers

use more visual aids than Wardak province TTC teachers. In addition to that the

important finding is the differences between experienced and less experienced

teachers, the junior teachers use more visual aids than senior or experienced

ones.(Baser, 2013)

In line to this, Ghulam Shabiralyani, Khuram Shahzad Hasan, Naqvi

Hamad, and Nadeem Iqbal mentioned about Visual aids are important in the

education system. Visual aids are those devices which are used in classrooms to

encourage students' learning process and make it easier and interesting.

(Shabiralyani, Hasan, Hamad, Iqbal, 2015)

 16

As stated by Halwani and Nowa in their study, they stated that reading and

writing improved when teachers used visual aids, especially when teachers pulled

students out of the classroom for individualized instruction. Therefore, the study

concluded that the use of visual aids and multimedia can help the students to

absorb the content and become interactive in the classroom with no fear of giving

wrong answers or, of having trouble being a participant in the class because of

shyness. (Halwani, Noha, 2017)

Review of Related Studies

Local Literature

As stated by Adina Balagiu in her posted article, Visual aids are powerful

tools that can be used to assist the teachers in teaching a foreign language. They

can be used to display complex information clearly and introduce variety into the

activities in class. The benefits in using visuals in teaching are huge, ranging from

grabbing and maintaining attention to motivating students to engage with the

lecturer's particular topic and helping them to retain information. (Adina Balagiu,

2018)
 17

According to Jain in his posted article, There is a famous Chinese proverb

“one sighted is worth, a hundred words” it is a fact that we take knowledge

through our intellects. There is another maxim that” if we hear we forget, if we see

we remember, and if we do something we know it” so it means that use of visual

aids make the teaching learning process more effective.

As mentioned by Aris A. Lapada in his or her posted article, the study

aimed to determine the effects of Audio-visual aided instruction on Grade 8

students and correlate their profile and attitudes to their academic performance in

Science. The data were drawn using a self-structured achievement test for

students’ academic performance in Science and a survey questionnaire which

included profile, attitude towards technology, media, study habits and motivational

practices of the family. The gathered data were correlated to the Science

academic performance of the respondent. It was found out that the students

taught by audio-visual aided instruction performed better compared to the

students taught by the conventional method. The profile and over-all attitudes of

the students taught by audio-visual aided instruction did not affect their academic

performance. (Aris A. Lapada, 2017, ESSU)

In line to this, Kevin Caratiquit mentioned that YouTube videos can help

visual learners, and students better understand a subject. These videos can catch

students' imagination, especially when face-to-face learning is discouraged owing

to the epidemic. The intervention material may be adapted by ICT, TLE teachers,
 18

and other disciplines. (Caratiquit, 2021)

Foreign Literature

As mentioned by Maria C. S. Kawedhar, Sri Mulyania, and Nurma Y. In

their posted research article, they stated that South East Asia is undergoing

massive development in many sectors, and so does education. Good education

needs a high quality teacher. SEA Teacher Project is a project held by SEAMEO

to revitalize teacher education. Practicum for pre-service teachers plays a big role

in the development of teachers in the future. Departing from SEA Teacher

Project’s goals, this case study research aimed to explore how the teachers in the

practice schools provided analogies and used visual aids in chemistry learning

and how were student teachers’ perspectives in chemistry learning. The

participants were 4 chemistry pre-service student teachers who experienced this

program between 2016 and 2019. This research also explored the issues and

challenges in the field to improve chemistry pre-service student teachers’

preparation, the fruitfulness of the program based on pre-service student

teachers’ perspective. The results showed that analogies and visual aids

strengthen each other in chemistry learning. The SEA Teacher Project held from

2016 to 2019 has given significant experience of teaching for the participants.

(Kawedhar, Mulyania, and Indriyanti, 2019)

 19

According to the research article titled “Exploratory Action Research:

Teaching EFL Vocabulary to Deaf Students through the Use of Visual Aids”. In

Chile, the 2015 Decree 83 from the Ministry of Education demands curriculum

adaptations to ensure that students with special learning needs fully develop their

skills by being included into the mainstream classroom. However, little information

can be found regarding deaf and hard of hearing (D/HH) students in English as a

Foreign Language (EFL) classrooms. Therefore, this qualitative Exploratory

Action Research (EAR) aims to explore the contribution of using visual aids in the

EFL classroom for teaching written vocabulary to five D/HH students from a public

school in Chile. Two multitask tests were conducted before and after the

intervention to assess the performance of the students on recalling vocabulary,

and a semi structured interview was carried out to identify the students’

perspectives regarding visual aids and EFL learning. While the performance test

showed inconclusive results, the students’ perspectives on the use of visual aids

were positive. These findings are relevant to provide insights into the challenges

these students face and the importance of Sign Language and visual aids to

create an effective environment for inclusive teaching practices. (“Exploratory

Action Research: Teaching EFL Vocabulary to Deaf Students through the Use of

Visual Aids”., 2021)

As stated by Essam Bakadam, Mohammed J Sharbib Asiri in their posted

article, the aim of this study is to examine the views of teachers of intermediate

school on the use of the Interactive White Board as an instructional tool in the
 20

classrooms. A questionnaire was distributed to fifty teachers, and three teachers

were interviewed at Prince Sultan Intermediate School in order to determine their

views on the use of the IWB. Findings revealed that most teachers believe that

IWB constitutes an effective and convenient way to deliver the learning content

and that it increases the level of classroom interaction which in turn increases the

learning experience. However, the result of the study also revealed that the

majority of teachers use the IWB as an overhead projector and for internet

research but do not make use of the many other advantageous features of the

Interactive White Board. Based on the fact that the teachers’ reluctance to utilize

all of the available IWB features stems from their limited knowledge of all that

Interactive White Board technology has to offer, it is recommended that teachers

using the Interactive White Board in class undergo more training so that they can

become fully aware of how to optimize its use. It is also suggested that the

number of students in the classroom is reduced to allow for more interactive

learning. (Bakadam, Asiri, 2012)

As mentioned by Md Amin, Mahedi Azim, Md Kalam in their posted article,

the research article presents the benefit of using multimedia projector by teachers

of English language. In the era of modern science and technology, the latest

portion has been added in language teaching. With the progress of technology,

new innovations are being brought up in language teaching. At present, language

teachers are using multimedia projector to facilitate the teaching process. Along

with text books, language teachers are likely to use pictures, audio clips, videos,
 21

powerpoint slides, in language classrooms by the multimedia projector. The

purpose of this study is to investigate the benefits that the language teachers as

well as the learners get in using multimedia projector in teaching English

language. A qualitative process has been followed to collect the data of this

research. It has been found that the use of multimedia projector supports both the

teacher and the students in learning language skills. As well as this research

shows that by using the relevant audio-visual substance how the teachers

overcome from teacher oriented classrooms. (Md Amin, Mahedi Azim, Md Kalam,

International Journal of Social Sciences & Humanities 3, 2018)

According to Gyang Pam Chundung, Jacinta M. Adhiambo, and Shem

Mwalw’a in their posted article, The study investigated teachers’ use of visual aids

in enhancing the teaching and learning process in the public primary schools

Barkin-Ladi, Plateau State in Nigeria. The researchers employed a combination of

both quantitative and qualitative approaches: survey and phenomenology. The

study targeted public primary school teachers, pupils, head teachers, heads of

sections, and supervisors. The researcher used stratified random sampling

technique, and non-probability purposive random sampling method. The sample

size of the study was: 254 teachers, 391 pupils, 90 head teachers, 3 heads of

sections and 13 supervisors. Descriptive statistics: frequencies, percentages, and

inferential statistics were used. The findings revealed that the use of different

types of visual aids like real objects, diagrams, charts, flashcards, maps and

drawings was appropriate to all subjects and relevant to the teaching and learning
 22

process. The study recommended that: The study recommended that: there is

need for refresher courses, workshops, and conferences for the teachers to

improve their skill of using different types of visual aids to the needs of the public

primary school pupils, the government should help the public primary schools’

teachers by providing enough visual aids to use during the teaching and learning

process, the education office should ensure that close supervision and monitoring

of teachers is done promptly to ensure that the teachers use right materials to

facilitate the teaching and learning process, and the head of department quality

assurance, personnel manager, head of primary education section, supervisors,

can also liaise with the head teachers to ensure that teachers are using different

types of visual aids and redirect more resources for them, to improve teachers’

utilization and improvisation of different types of visual aids head teachers should

monitor and ensure that teachers are using different types of visual aids.

(Chundung, Adhiambo, and Mwalw’a, 2020)

Synthesis

The literature review highlights the importance of visual aids in the

teaching-learning process. The use of visual aids can significantly enhance the

effectiveness of teaching by stimulating and motivating students' attention during

the instructional process. Visual aids such as models, charts, film strips,

projectors, radio, television, and maps are widely used in the classroom to

encourage the learning process and make it more interesting and motivating.
 23

Moreover, the review emphasizes the benefits of using visual aids in

teaching a second language. It is a well-known fact that language learning

requires the integration of all four skills: reading, writing, speaking, and listening.

The use of visual aids helps to focus on all the learner's skills, making language

learning easier and more enjoyable. By incorporating visual aids, teachers can

create a dynamic and engaging classroom environment that encourages students

to participate in the learning process.

The literature review also highlights the significance of using visual aids to

enhance student engagement in class. By using visual aids, teachers can grab

and maintain students' attention, motivate them to engage with the topic, and help

them retain information more effectively. Visual aids can be used to display

complex information clearly, introduce variety into classroom activities, and

concretize abstract concepts, making learning more engaging and meaningful.

Furthermore, the literature review emphasizes the importance of using

good quality learning resources to benefit students. Accurate visual images can

help students overcome language barriers and make learning easier. Therefore, it

is crucial for teachers to select appropriate learning resources that are relevant to

their students' needs, interests, and abilities.

 24

Conceptual Framework

INPUT PROCESS OUTPUT

What is the Conceptualization Perspective of Grade 11

profile of the of the topic Senior High School
respondents in Formulation of Students to Visual Aids in
terms of; standardized
a. Age, questionnaire Classroom Teaching.
b. Sex, and Conducting formal
c. Strand? interviews
What type of Interpretation of
visual aids do the gathered data
students usually
see, i.e projectors,
manila paper and
cartolina, books,
and etc. ?
How do visual
aids affect and
benefit student
academic learning?
How do the
students respond
to different types of
visual aids used by
their teachers, i.e.
slides presentation,
manila paper,
writing on the
board, handouts,
and pdf files?

Figure 1. Conceptual Framework of the study

 25

Figure 1 Conceptual Framework of Perspective of Grade 11 SHS Students to

Visual Aids in Classroom Teaching

The input, process, and output of our study make up our conceptual

framework. The input demonstrates the advantages and effects of visual aids for

grade 11 students as well as the responses of grade 11 students to various visual

aid kinds. By the use of standardized questionnaires and conducting of formal

interviews, the process demonstrates the evaluation of grade 11 students who

favor a certain style of visual aids. The output shows the Perspective of Grade 11

SHS Students to Visual Aids in Classroom Teaching at National College of

Business and Arts.

Definition of Terms

To fully understand this research, the following terms are defined in the

context of this research

Academic performance. Is an educational goal of one individual like awards,

grades, honors, etc.

Comprehend. Is to understand completely or to mentally grasp something’s

complete nature.

Curriculum. Refers to subjects comprising a course of a study in a school.

 26

Classroom teaching. Refers to a room where teachers go and teach students.

Education. the process of receiving or giving systematic instruction, especially at

a school or university.

Exemplifications. Is an example of something, or using an example of

something to explain and amuse.

Foreign language. Is a language that is not an official language of a country.

Grasp. The ability of someone to understand a concept or something.

Integration. The process of combining or uniting two things.

Moxie. It means determination or courage.

Maxim. Is a general truth or rule of conduct.

Multifarious values. Refers to many various types of something. example:

organizations.

Perspective. Is how you see things in a different way or how you view and
process something.

Pivotal. Is the importance of something. example: the role of being a teacher.

Procedural motor task. Is something we know how to do. such as walking,

running, riding a bike, etc.
 27

Supplemental resource. Refers to any non-required material included in an

online course.

Scientific research. Is research conducted for the purpose of contributing

towards science by the systematic collection, interpretation and evolution of data.

Visual learning. It refers to a learning style where you learn by sight such as
reading or seeing pictures.

Visual literacy. Refers to the ability of a person to read, write, and understand
something and create a visual image or media.

Visual aids. It is a tool used in teaching such as graphs, photographs, video

clips, charts, etc. the common visual aids used are projectors, boards, and
presentation.
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

Research Design

According to Creswell (2014), qualitative research is a type of study that

focuses on using non-numerical data to analyze and interpret complicated

phenomena. The primary goal of the qualitative research method is to examine

people's or groups' subjective experiences and points of view. This strategy uses

methods including participant observation, focus groups, and in-depth interviews.

The main objectives of qualitative research are to fully understand the context in

which a specific phenomena occurs and to recognize patterns, themes, and

relationships that emerge from the data.

Qualitative research is appropriate with this study as it aims to investigate

the experiences and perceptions of grade 11 Senior High School (SHS) students

towards the use of visual aids in classroom teaching. Through individual

interviews and focus group discussions, the study seeks to gain insights into the

factors that influence the students' perception of visual aids. Moreover, the

research design is well-suited for this study as it allows for an in-depth exploration

of the unique features and experiences of the specific context, National College of
 29

Business and Arts . By providing a comprehensive understanding of the factors

that affect the students' perception of visual aids, this study can contribute to the

improvement of teaching practices in the classroom.

Phenomenological research, according to Moustakas (1994), is a

qualitative research strategy that aims to comprehend the essence of a specific

phenomenon as it is experienced by people. This method is founded on the

phenomenological school of philosophy, which emphasizes the investigation of

consciousness and the individual's perception of reality. By examining the lived

experiences of those who have directly experienced the phenomenon under

study, phenomenological research seeks to understand the underlying structure

and meaning of the phenomenon under study.

A phenomenological technique might be useful in this study to investigate

the fundamental causes of students' course preferences. The purpose of the

study is to comprehend the substance of students' experiences when selecting a

course that is unrelated to their strand and how their views, beliefs, and values

shape these experiences. The phenomenological approach enables a thorough

examination of these irrational experiences, stressing the unique viewpoints and

environments in which they take place. This method enables the study to give a

rich and thorough account of the phenomena as it is experienced by the National

College of Business and Arts students.

 30

Research Locale

The study will be conducted at the National College of Business and Arts

located at San Juan, Taytay Rizal. The National College of Business and Arts

was established in 1968. The National College of Business and Arts teaches from

Kinder to College including the Grade 11 and 12 with the strand of Accountancy

Business and Management, Humanities and Social Sciences, and General

Academic Strand.

Figure 2. Vicinity Map of National College of Business and Arts

The Sample

In order to gather sufficient and necessary data, the researchers will use a

self-made questionnaire from which the researchers will collect the responses
 31

from the selected participants. The participants of the study are the Grade 11

Senior High School students at the National College of Business and Arts-Taytay

Branch. The researchers will select 10 participants from all of the strands in

Grade 11, which are General Academic Strand, Accountancy Business and

Management, and Humanities and Social Sciences . In each strand we will be

choosing four qualified students from Grade 11 Marx (Humanities and Social

Sciences), three students from Grade 11 Peso (Accountancy Business and

Management) and also three students from Grade 11 Singapore (General

Academic Strand). They will be guided or administer the questionnaire through

formal interviews that will be conducted through Google meet platform.

Grade and Section Number of Students

Grade 11 marx 23

Grade 11 Singapore 14

Grade 11 Peso 45

Instrumentation

The survey questionnaire is the data collecting tool used for data

collection. The questionnaire was created by the researchers with the assistance

of an expert. The researcher examined comparable theses and articles to get

 32

concepts for the creation of the questions that will be included in the

questionnaire that will be distributed to the respondents. With the statement of the

problem, the researcher created a draft of questions to be included in the

questionnaire. They then presented this document to their teacher in Practical

Research, who provided assistance as well as recommendations and criticisms.

Data Collection

The Data collection in terms of research is the process of gathering data

from the survey that researchers will be conducting. The researchers are tasked

to conduct an interview that will be held at National College of Business and Arts.

The interview will contain five total questionnaires for the respondents to answer

freely. The researchers will have enough data to gather with 10 participants to

answer the survey from selected Grade 11 Senior High School students of

National College of Business and Arts. After the respondents answer the

questionnaires, the researchers will collect all the necessary data. After that, the

researchers can now make the procedure of data analysis from the data

collection.

Data Analysis

The questionnaire will be designed to ask open-ended questions, allowing

 33

students to express their thoughts and feelings about the use of visual aids in the

classroom. The researchers will also conduct a phenomenological analysis of the

data collected, aiming to gain a deeper understanding of the students'

experiences and perceptions of visual aids in teaching.

The researchers will ensure the confidentiality of the participants and

obtain informed consent before collecting data.

After collecting the data, the researchers will analyze the responses and

identify common themes and patterns in the students' opinions about the

effectiveness of visual aids in teaching. The findings of the study will provide

insights into the impact of visual aids on student learning and inform future

teaching practices.
 CHAPTER FOUR

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the collected data, its analysis, the respondent’s

profile, and the applicability of the responses. The data acquired made it easier

for the researchers to respond with solutions that backed up the objectives of the

study. The information presented here was acquired through a series of

interviews with the chosen respondents from Grade 11 General Academic Strand,

Accountancy Business and Management, and Humanities and Social Sciences.

The results of the interview will be used to interpret the data.

Demographic Profile of the Respondents

The main information collected to determine if the study participants were a

representative sample of the target population for generalization purposes was

the demographic profile of the respondents. The participants consisted of the 10

key informants drawn from a wide range of people in each strand of Grade 11

Senior High School Student from National College of Business and Arts who have

the understanding about the topic. Participant 1 is a student from Grade 11 Marx

(Humanities and Social Sciences) and is a 17-years-old Male. Participant 2 is a

female student from Grade 11 Marx and is a 17-years-old student. Participant 3 is

 35

a 17-years-old Male student from Grade 11 Marx. Participant 4 is a 17-years-old

Female student from Grade 11 Peso. and Participant 5 is a student from Grade

11 Singapore and is a 17-years-old female.

The participants were asked by the researchers, What type of visual

aids do the students usually see? their answers as follows:

Participant 1: "Ayon lang din sakin sa ngayon these days kasi dalawa lang

yung pinaka common na visual aids yung isa pa manila paper at yung isa is pa

power point presentation na ginagamitan ng projector para mapresent satin.”

According to this participant he is exposed with the typical type of visual

aids inside the classroom. For example a manila paper and a projector to present

powerpoint presentations.

Participant 2: “Uhmm… I guess it's roughly the same with the Participant 1

and uhm I've been exposed to mostly the online or the digital visual aids like

powerpoint and videos that are asked to be watched by us but recently I've been

more exposed to like yung mga written ones like yung mga manila paper or use

of cartolina and been many more used of with the board or yung chalk board or

yung whiteboard and I'm not thinking of it as visual aid but also the books been

using that more often or recently so I guess that's all for.”

 36

According to this participant, the types of visual aids she usually sees are

digital visual aids like powerpoint and video lessons. And the participant also

stated that they are more exposed to visual aids like manila paper, cartolina,

whiteboard, and books.

Participant 3: “Okay, so for visual aids I have exposed your like, I guess

many different types. First, is yung written one via either marker chalk, or done on

a blackboard or a whiteboard. Then there is the ones that are written on paper or

on a like a sheet such as like on Manila papers or on Cartolina. And also I have

also been exposed to virtual ones such as that in a projector or in a to a screen

through my laptop. I hope that answers the question.”

As stated by the respondent, the participant experienced various types of

visual aids, including those written on a blackboard or whiteboard with markers or

chalk, and those written on cartolina or Manila paper, and virtual ones displayed

through a projector or screen by way of a laptop.

Participant 4: “Most of the time yung ah ano yung tawag don yung visual

aids na madalas presented samin mostly powerpoint sya with ano lang simple

descriptions lang na puro words and minsan sa manila papers or ayun nga naka

sulat sa board.”
 37

According to the response of this participant, the visual aids they see most

of the time are powerpoint presentations with simple descriptions, a manila paper

and a marker and whiteboard.

Participant 5: “Syempre very common which is yung powerpoint

presentation, chart, posters, and flashcards yun.”

Participant 5 pointed out that the types of visual aids she commonly sees

are powerpoint presentation, chart, posters, and flashcards.

Figure 3. Types of Visual Aids the students usually see inside the classroom.
 38

The given percentages refer to the distribution of visual aids used in a

presentation. Out of the total 31 visual aids seen by the participants, 41.9% were

visual representations, 22.6% were learning aids, 19.4% were multimedia

presentations and 16.1% were presentation tools.

This indicates that the presenter used a variety of visual aids to support

their presentation. Visual representations, such as graphs, charts, and images,

were the most commonly used, followed by learning aids, which could include

handouts or interactive activities. Multimedia presentations and presentation

tools, such as slideshows or videos, were used less frequently but still played a

role in enhancing the presentation.

Overall, the use of various types of visual aids can help engage the

audience and convey information more effectively.

The researchers also asked the participants, How do visual aids

affect and benefit student academic learning?their answers as follows:

Participant 1: "Kараg nagsusulat tayo nung mga visual aids pinepresent

satin nung mga teacher, natutulungan nung niya tayong mga students na

maintindihan yung lesson kasi pag sinusulat nga natin minsan kung ha.. ano

yuna ha c-came to the point tayo na, na rerealize natin main idea nung lesson".
 39

Participant 1 said that visual aids help the students to understand more

about their lesson and also helps to understand the main idea of the lesson.

Participant 2: “Visual aids uhm are actually a big help because in my case

naman, I have a very little attention span so I have quite a difficult time to focus

so uhm visual aids it kinda limits my attention to that only or to the lesson only so

I know uhm like I know what to focus on, I know what to limit my views on and all

that and Uhh in a way visual aids are also uhm it summarizes the whole thing that

has being taught about so Uh it doesn't really like off course as what to what

Participant 1 said because it easily summarize uhm what let's say it easily

summarize the lessons so it makes it easier for the students to or it's easy for me

actually learn about and it's also like a very good way to like refer to these or to

look back on these visual aids to know like uhm to easily memorize these

especially when it comes in handy, when it comes to quizzes or exams uhm

these are also…these also become reviewers of some sort to the students and it

also like uhm…yeah that's it for me.”

According to the Participant 2, this participant mentioned that students had

a difficult time to focus and visual aids help her to focus on lessons and says it

limits her attention. The participant also pointed out that visual aids summarize

the lesson being taught, that is helpful to students to understand easily.

 40

Participant 3: “So how the visual aids help the students in learning the

lessons, okay? So imagine like, or picture yourself, like just talking about

something without being able to see or have an idea what is being described. It's

hard, right, because most of us like to have or not, most of us, like a lot of us like

to have something to visualize or to attach themselves to. sinasabi ng isa tao is

on, like, all day, they say, we like to put a face on it are for something to attach

those meaning to that word. So for example, if we say, the word apple, we

immediately visualize an apple so parang, in in the same vein, on a same level, I

think, for me, that's how I function like, if something is visualized, our people or

teachers are using or professors are using visual aids, then I am able to read the

words then I am able to, can you say transcribe or add meaning to those words,

or my own personal thoughts on it, like, na vi-visualize ko agad , ano yung the

meaning of those words, and or have that picture or of that presentation that is

being shown. So I think for me, it helps me in a way that it puts a physical

representation of what we are talking about. And I can always come back to

which is like this, like this presentation. If ever, I need to refresh, or if I'm going

out of if I'm getting out of the topic, or via masyado ako lumalayo, I just looked

back at this presentation, and I'm pulled back to what I need to be learning at that

time, or what I need to be talking about, which I guess that's a second way. And

that's like an anchor para saakin.”

As mentioned by the participant, visual aids help students to learn by

providing a physical representation of the topic being discussed, allowing them to

 41

attach meaning to the words and visualize the concept. In Visual Aids you can

always come back, to refresh their understanding of the topic.

Participant 4: “Uhm visual learner ako tulad din ng sabi ni Participant 3

most filipinos visual learners din sila so ang ano kase mindset kasi natin when it

comes sa visual aids ayun yung shorter version ng lesson sa book o ng book

mismo or nung articles na binabasa natin or just transcript lang nung binabasa

natin shorten version siya nung nasa visual aids so ako pag nakakakita ako ng

visual aids during discussion ah shorten version to eto yung parang easier way

para maintindihan kung ano ba yung dinidiscuss nung teacher or ng isang

reporter sa klase so parang easier to understand siya in short.”

According to the response of this participant, this participant is a visual

learner and said that most of the Filipinos are visual learners too. The participant

also stated that Visual Aids are a shortened version of the lesson in books and

articles, and it is an easier way to understand a lesson.

Participant 5: “So syempre diba usually using visual aids, mas

maiintindihan mo kung ano yung topic na pinag uusapan and mas masusundan

yung flow or daloy nung discussion.”

As stated by this participant, Visual Aids helps to understand the topic and
 42

it helps her to focus and follow the discussion.

Figure 4. Benefits of Visual Aids.

The percentages represent the level of comprehension, attention and

focus, retention and recall, learning styles, and simplification in a given context.

The percentages indicate that there is moderate understanding (27.6%) and

simplification (27.6%) in the context. However, learning styles (20.70%), retention

and recall (17.2%), and attention and focus (6.9%) seem to be low. Overall, this

suggests that there may be some difficulties in retaining information, focusing on

the task, and accommodating different learning styles in this context.

 43

The participants were asked by the researchers, How do the students

respond to different types of visual aids used by their teachers?their

answers as follows:

Participant 1: “Yung mga perks ng visual aids or yung mga pinaka

interesting sa visual aids is kараg nay lalagay tayo ng mga image and videos

kasi kараg nag p-present tayo ng picture tsaka video, nakakapag take siya ng

Interest ng mga students kasi hindi lang basa-basa yung text.”

According to participant 1, the perks of visual aids is when the teacher or

the reporter is adding some images or videos to their presentation to add

something to take the students interest.

Participant 2: “Uhmm… what are some of the perks of using visual aids?

Uhh in my case, uhh visual aids usually help me uhm parang ayawan yung

boredom ko in class although it's kinda uhm kinda weird pero pag meron namang

visual aids uhhh naaalam ko agad or like alam ko agad kung ano dapat yung

dapat na pinag fofocus-an ko kasi ayun nga I have low attention span and I

usually get uhm side track in a lot of things that I do so uhm pag may visual aids

I'm able to like uhh be reminded of what I'm actually suppose to do like oh I'm

suppose to be listening to the teacher or I should be like working on the uhh

seatwork or what not so yeah that's one perk that its for me and I think it is also
 44

like a perk for others as well.”

From the point of view of this participant, Visual Aids usually helps to

remove boredom in class. Participant 2 has a low attention span and visual aids

help the participant to understand and focus on lessons.

Participant 3: “Okay, visual aids, it's very beneficial, especially for those

who are visual learners talaga. Have you heard of the multiple intelligences or it's

a common thing that most people know but there are some people who learn

their best at their best when something is being visualized. And I think that is a

perk because that you are using visual aids because you're able to help those

people or aid those people who are visual learners in learning in that way. But in

a more general term, visual aids just as, as we said before, it's good to have

something to focus on and, or to look at when a lesson is being taught. Because

if you're just listening and you're looking around the classroom, you're looking

around your surroundings, you might get distracted or you might be you might

focus on something other than what you should be learning at that moment.

Which is I'm guessing not beneficial for I know for learning so that's another visual

learning at least in my opinion.”

As stated by this participant, being a visual learner is a perk also Visual

aids are very beneficial, especially for visual learners. Some people learn best
 45

when something is being visualized, which is known as multiple intelligences.

Using visual aids helps these learners in understanding and retaining information.

Additionally, having something to focus on during a lesson prevents distractions

and helps with concentration. Overall, visual aids are important in aiding learning,

particularly for those who are visual learners.

Participant 4: “Ang perks of using visual aids parang its speeding up the

learning process since like i said earlier ah yung visual aids most of the time yun

yung shorten version nung inaaral natin nung nasa book nung asa online so ayun

napapabilis nya yung learning process na imbis na basahin natin yung buong

chapter pwede natin syang basahin into smaller parts na yung definition pwedeng

key words nalang natin syang intindihin or i-comprehend since mas maikli nga

sya and way more comprehensible than mag babasa tayo ng text and same rin

sa image yung mga structures yung parts ng mga gantong ano kunyare parts of

the eye parts of the body it's more easier to understand than the text visualizing it

na parang creatively na kesa kinekwento sayo ng text kung ano ba yung naka

lagay mas maganda na nakikita mo talaga sya through the eye lalo na kung

visual learner sya big help ang visual aids.”

As mentioned by this participant, Visual aids speeds up the participant’s

learning process and said that visual aids are the shorter versions of the

information in the book and articles. The participant also stated that Visual Aids

are more comprehensible and easier to understand.

 46

Participant 5: “So as i said earlier na it focuses on students attention,

syempre mag i-improve yung memorization skill ng students to remember kagaya

nung sinabi ko kanina na photographic memory, mas na r-retain kasi sa utak nila

yung.. halimbawa yung nakikita nila yung mga example na pinapakita or yung

pinag aaralan nila kung baga mas ma na r-retain sa utak nila na kapag nakikita

nila yung discussion or yung pinag uusapan. As simple as that, yung lang thank

you.”

Based on the response of participant 5, Visual aids focus on student’s

attention and help improve the memorization skill of students. The participant also

mentioned photographic memory which is the ability to recall an image from

memory with high precision.

 47

Figure 5. Pie Chart demonstrating the response of students to different types of

Visual Aids used by their teachers inside the classroom.

The percentages indicate the level of focus on specific areas in a given

context. The results suggest that the context is moderately successful in catering

to different learning styles (44.44%). However, there is room for improvement in

improving student attention and focus (25.93%), comprehension (18.52%), and

retention and recall (7.41%). The focus on student engagement and interest

seems to be relatively low (3.70%). Overall, the results indicate that the context

could benefit from more strategies to improve attention and focus, retention and

recall, comprehension, and engagement, while continuing to build on the

strengths of catering to different learning styles.

 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary and conclusion derived in the conduct

of the study which is the Perspective of Grade 11 Senior High School students to

visual aids in classroom teaching. It also provides recommendations that can

increase the confidentiality of teachers.

The previous chapter dealt with analysis and interpretation of data

obtained by way of focus group interviews. In this chapter, a brief summary on the

research project Will be presented. The findings from both literature review and

the empirical investigation on the Perspective of Grade 11 Senior High School

students to Visual Aids in classroom teaching, will be presented.

Summary of Findings

The important findings of the study:

Demographic Profile of the Respondents:

The range of the age of the respondents from each strand of Senior High

School at National College of Business and Arts, are from 16-18 years old. The

respondents are from the following strands: Marx (Humanities and Social
 49

Sciences Strand), Peso (Accountancy and Business Management Strand),

Singapore (General Academic Strand).

2. Types of Visual Aids the students usually see inside the classroom.

Based on the data gathered, the types of visual aids the students usually see are

as follows:

I. Video Presentation

II. Powerpoint Presentation

III. Laptop

IV. Charts

V. Illustration

VI. Writing on the board

VII. Chalk on Blackboard

VIII. Flashcards

IX. Posters

X. Projector

XI. Manila Paper

XII. Cartolina

XIII. Graphs

XIV. Learning Aids

XV. Learning Tool

 50

3. Visual Aids affect and benefit students in their academic learning.

I. Much easier to understand - The participants stated that Visual Aids are so

much simpler to understand, they are beneficial to their academic learning.

II. Student’s Attention Span - Most of the students get bored in class and

mostly not listening to lectures. Visual aids encourage participation and

attention during class discussions.

III. Keeps the student’s focused - Some participants said that Visual Aids

helps them to focus on the class discussions.

IV. Summarized version of lessons - Visual aids tend to focus more on the key

ideas in books or articles. The main points of books or papers are

frequently highlighted more in visual aids. It helps the student to save time

and easily understand the lessons on visual aids.

V. Easier to Understand - The participant stated that they can easily

understand the lecture by simply scanning at the visual aids.

VI. Memorization - As the participant mentioned, visual aids make it easier for

the student to recollect information after viewing it.

4. Response of students to different types of Visual Aids.

I. Visual Learner - A visual learner is a learner that usually learns by

visualizing or seeing pictures. As the participants pointed out, the majority

of pupils inside the classroom are visual learners and Visual Aids greatly

enhanced their learning process.

 51

II. Student’s Interest - Students are more engaged and invested in class

when there are visual aids in front of them.

III. Student’s Attention Span - Visual aids, according to the participant, enable

them to pay close attention to the teacher's discussion. It also helps them

to keep their attention to the class.

IV. Keeps the student focused - Because they give the information being

presented a visual representation, visual aids are an excellent way to keep

students' attention. For students who have trouble paying attention during

lectures or lessons, this is especially helpful.

V. Multiple Intelligence - refers to a theory describing the different ways

students learn and acquire information.

VI. Learning Styles - Learning styles is the individual's preferred way to

absorb, process, comprehend and retain information. The participants

mentioned that some students have different learning styles.

VII. Comprehensive Lessons - help students break down and retain

information, identify relationships and connections between concepts, and

encourage critical thinking and analysis through discussions.

VIII. Memorization - As the participant mentioned, by using visual aids to

illustrate the lessons, it increases the likelihood that the students will

remember the information.

 52

Conclusion

The respondents of this study are from the students of Grade 11 Senior

High School of National College of Business and Arts. The respondents are in the

group of 16 - 18 years of age.

Based on the gathered data, it can be concluded that visual aids are

beneficial in enhancing students' academic learning. The types of visual aids

commonly used in the classroom include video presentations, PowerPoint

presentations, charts, illustrations, and writing on the board, among others.

Students find visual aids easier to understand, summarize lessons, and memorize

information.

Moreover, students respond positively to visual aids, with visual learners

benefiting the most. Visual aids help to maintain students' attention and focus,

particularly for those who struggle to pay attention during class. They also cater to

different learning styles and multiple intelligences, which can help ensure that all

students can comprehend the material.

In conclusion, the use of visual aids in the classroom is an effective

method of enhancing students' academic learning. It benefits students in various

ways and helps them to achieve academic success.

 53

Recommendation

Based on the significance of the study of your research, the following

recommendations can be made:

To the students, they are recommended to use visual aids, as these can

make studying more enjoyable, improve comprehension, and promote knowledge

sharing. Therefore, students are encouraged to utilize visual aids to increase their

vocabulary, study more effectively, and retain material for longer periods of time.

To the teachers, they are recommended to use visual aids, as this can help

establish, clarify, connect, and correlate ideas and concepts, making learning

more engaging and successful. Teachers are encouraged to adopt effective

techniques of making learning more engaging, entertaining, and successful

through the use of visual aids.

To the future researchers, They are recommended to use this study, as

this can enlighten and guide upcoming researchers as they conduct their own

research investigations on this subject. It can also improve the efficacy of future

researchers' study and have an impact on students' preferred fields of study.

To the school administrators, This study can serve as a powerful tool to

address challenging issues in education such as student conduct, curriculum,

plans for school improvement, and other educational challenges. School

 54

administrators are encouraged to use research to assess the success of their own

professional practice and to solve personal concerns by using visual aids.

To the academic and subject coordinator, they are recommended to use

this study, as this study can be used to enlighten school administrators about the

importance of visual aids in the teaching process and to teach students effectively

on a particular subject that needs to be illustrated visually for them to understand

clearly.

To the faculty, they are recommended to use this study, as the findings of

this study can give educators the tools they need to adopt effective and enhanced

techniques of making learning and teaching the topic more engaging and more

effective.

To the Communicators, they should take the preferences and experiences

of students into account when designing and using visual aids in the classroom.

They should actively engage students by using visual aids that promote

interaction and critical thinking. Communicators should regularly assess the

effectiveness of their visual aids and promote professional development to stay

updated with current trends.

 55

References

(Mercado,ching. (2016). Teachers as Producers and Consumers of Educational

Materials. Retrieved from [Link] ([Link])

Abante. et al, (2014). Type and quality of instructional materials and equipment.

Retrieved from [Link]

hl=en&as_sdt=0%2C29&q=factor+of+vsual+aids+in+teaching+in+Filipino*

+students+&btnG=#d=gs_qabs&t=1677679787157&u=%23p

%3DsiTKF0xxqIMJ

Essam Bakadam, Mohammed J Sharbib Asiri. (2012). Teachers’ perceptions

regarding the benefits of using the interactive whiteboard (IWB): The case

of a Saudi intermediate [Link]. Retrieved from

[Link]

Y3ba9kJwXGKKfJX6YRJqXdlS-yrrdZoZkF6x-qktNnAsVYBUE

Md Amin, Mahedi Azim, Md Kalam.(2019, March 22).The Benefit of Using

Multimedia Projector in English Language Teaching Classroom

International Journal of Social Sciences & Humanities, Vol. 3, No. 1, 2018,

pp. 62-76. SSRN. Retrieved from

[Link]
 56

Louise E. Curley, Zimei Wu and Darren Svirskis, (2018). Using Technology in

Pharmacy Education: Pharmacy Student Performance and Perspectives

When Visual Aids Are Integrated Into Learning retrieved from

[Link]

Gyang Pam Chundung, Jacinta M. Adhiambo, Shem Mwalw’a,(2020).

TEACHERS’ USE OF VISUAL AIDS IN ENHANCING TEACHING AND

LEARNING PROCESS IN PUBLIC PRIMARY SCHOOLS IN BARKIN-

LADI, PLATEAU STATE, NIGERIA retrieved from

[Link]

fbclid=IwAR0koZ5WkUGQGdPgwDywrxS1IaVTtJDrcssbj4EdnZpTwGQfqk

Y9jx9ZlKg

Exploratory Action Research: Teaching EFL Vocabulary to Deaf Students through

the Use of Visual Aids, (2021). Retrieved from

[Link]

46412021000100094

Kawedhar, Mulyania, and Indriyanti, (2019). Analogies and visual aids provided

by chemistry teachers’ in chemistry learning: A case study of pre-service

chemistry teacher. Retrieved from

[Link]
 57

Abdul Jabar, Baser (2013). THE ROLE OF VISUAL AIDS IN TEACHING: A study

of visual aids used by TTC teachers in two provinces of Afghanistan.

Retrieved from [Link]

pid=diva2%3A692182&dswid=8622
 58

APPENDICES
 59

APPENDICES

A. Letter to Conduct Study

 60

B. Validation Form
 61

C. Interview Questionnaire

1. What kinds of visual aids are the students exposed with?

2. How do visual aids help the students' in learning their lessons?

3. What are some of the perks of using visual aids in students' learning?

4. What is the connection between learning behavior and the use of visual
aids?

5. Is there a significant connection between learning behavior and the use of

visual aids?
 62

CURRICULUM VITAE

Bill Angelo R. Bien

# Blck 30, floodway sitio batasin san juan, Taytay Rizal
CP# 09286889785
Email: billangelobien@[Link]

OBJECTIVE

Secure a responsible career opportunity to fully utilize my training and

skills,while making a significant contribution to the success of the company.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: General Academic Strand(GAS)
2023 – Present

JUNIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
San Juan Taytay, Rizal
2018 - 2022

ELEMENTARY : SAN JUAN ELEMENTARY SCHOOL

San Juan Taytay, Rizal
2012-2018

PERSONAL INFORMATION
Date of Birth : September 22 2006
Place of Birth : Mandaluyong
Age : 16
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Arnel Bien
Occupation : Police man
Mother’s Name : Jocelyn bien
Occupation : Cashier

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.
Bill Angelo R. Bien
Applicant’s signature
 63

Andrei C. Cruz
# 11c Papillon St. Muzon, Taytay Rizal
CP# 09454423370/09666606057
Email: andreicruz@[Link]

OBJECTIVE

Secure a responsible career opportunity to fully utilize my training and

skills,while making a significant contribution to the success of the company.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities & Social Sciences
(HUMSS)
2022 – Present

JUNIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
San Juan Taytay, Rizal
2018 - 2022

ELEMENTARY : SHALOM LEARNING CENTER, INC.

Muzon Taytay, Rizal
2012-2018
PERSONAL INFORMATION
Date of Birth : March 21, 2008
Place of Birth : Angono Rizal
Age : 15
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Anduel DL. Cruz
Occupation : Municipal Employee
Mother’s Name : Maribeth C. Cruz
Occupation : housewife

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.
Andrei C. Cruz
Applicant’s signature
 64

James Paul B. Labordo

# 0355 Tagpos Binangonan, Rizal
CP# 09158355764
Email: [Link]@[Link]

OBJECTIVE

Secure a responsible career opportunity to fully utilize my training and

skills,while making a significant contribution to the success of the company.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: General Academic Strand(GAS)
2023 – Present

JUNIOR HIGH SCHOOL : Philippines Best Training System

Tagpos Binangonan, Rizal
2018 - 2022

ELEMENTARY : Philippines Best Training System

Tagpos Binangonan, Rizal
2012-2018
PERSONAL INFORMATION
Date of Birth : November 27, 2005
Place of Birth : Angono Rizal
Age : 17
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Darren G. Labordo
Occupation : Company Driver
Mother’s Name : Erika B. Labordo
Occupation : Housewife

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.
James Paul B. Labordo
Applicant’s signature
 65

AXCELL J. HANS MARANGGA

Blk 25 lot 26 mango st palmera hills 6 Taytay, rizal
CP#09151732998
Email: axcellhansmarangga@[Link]

OBJECTIVE

Secure a responsible career opportunity to fully utilize my training and

skills,while making a significant contribution to the success of the company.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities and Social Science(HUMSS)
2023 – Present

JUNIOR HIGH SCHOOL : Casimiro A. Ynares Sr. Memorial

National High School
2018 - 2022

ELEMENTARY : Southville 8C elementary school

Brgy rodriguez rizal
PERSONAL INFORMATION
Date of Birth : November 30, 2005
Place of Birth : Quezon city
Age : 17
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Crispin Marangga
Occupation : Driver
Mother’s Name : Thyrene Jatayna
Occupation : Self-Employed

I HEREBY CERTIFY that above information is true and correct to the best of my

knowledge and belief.

Axcell J. Hans Marangga

Applicant’s signature
 66

Danielle Louisse Mariano

#0010 Manila East Rd., Tagpos,
Binangonan, Rizal
CP # 09129294719
Email : daniellelouisse07@[Link]

EDUCATIONAL BACKGROUND:
SENIOR HIGH SCHOOL NATIONAL COLLEGE OF BUSINESS & ARTS
Strand General Academic Strand
(GAS)
2022 - Present

JUNIOR HIGH SCHOOL PHILIPPINE BEST TRAINING SYSTEMS

COLLEGES (PBTS)
Tagpos, Binangonan, Rizal
With Honor
2018 - 2022

ELEMENTARY TIERRA MONTE INTEGRATED SCHOOL San Mateo,

Rizal
Achiever
2012 – 2018
PERSONAL INFORMATION
Date of Birth : April 7, 2006
Place of Birth : Angono, Rizal
Age : 16 yrs old
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Mother’s Name : Marianne Miriam E.
Mariano Occupation : Self-employed

I HEREBY CERTIFY that above information

is true and correct to the best of my
knowledge and belief.

Danielle Louisse Mariano

Applicant’s signature
 67

Jamie Aurora R. Sampayan

Blk12 lot 9 pelican st monteverde royale san juan taytay rizal
CP# 09672166849
Email: [Link]@[Link]

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities & Social Sciences (HUMSS)
2022 – Present

JUNIOR HIGH SCHOOL : TAYTAY NATIONAL HIGH SCHOOL

(TNHS)
San juan taytay rizal
2018-2022

ELEMENTARY : ROSARIO OCAMPO ELEMENTARY

SCHOOL.
San juan taytay rizal
2012-2018

PERSONAL INFORMATION

Date of Birth : August 13, 2005

Place of Birth : Taytay rizal
Age : 17
Sex : Female
Citizenship : Filipino
Civil Status : Single
Religion : christian
Father’s Name : Noel M. Sampayan
Mother’s Name : Belma [Link]

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.

Jamie Aurora R. Sampayan

Applicant’s signature
 68

Kissandra Charm V. Valdez

Blk 15 Lot 6 B Rd. 9 Arveemar Homes Brgy. San Isidro
Angono, Rizal
CP# 09676153897
Email: [Link]@[Link]

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities & Social Sciences (HUMSS)
2022 – Present

JUNIOR HIGH SCHOOL : CHRIST THE KING COLLEGE OF

ANGONO INC.
Sulit Compound, Angono, Rizal
With Honor
2018-2022

ELEMENTARY : CHRIST THE KING COLLEGE OF

ANGONO INC.
Sulit Compound, Angono Rizal
2011-2017

PERSONAL INFORMATION

Date of Birth : November 3, 2005

Place of Birth : Marikina City
Age : 17
Sex : Female
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Arlou E. Valdez
Mother’s Name : Phia Charm V. Valdez

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.

Kissandra Charm V. Valdez

Applicant’s signature
 69

JHON BEE C. VENIDA

Tamarind ST. Dolores, Taytay, Rizal
CP# 09269756586
Email: Jhonbeevenida@[Link]

OBJECTIVE

Secure a responsible career opportunity to fully utilize my training and

skills,while making a significant contribution to the success of the company.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities and Social Science(HUMSS)
2022 – Present

JUNIOR HIGH SCHOOL : JOSE B. CARDINAS MEMORIAL

HIGH SCHOOL BAYOG EXTENSION
Bayog, Canlaon city , Negros Occidental
2018 - 2022

ELEMENTARY : BAYOG ELEMENTARY SCHOOL

2012-2018

PERSONAL INFORMATION
Date of Birth : June 26, 2004
Place of Birth : Marikina
Age : 18
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Catholic
Father’s Name : Ronelo Venida
Occupation : Security guard
Mother’s Name : Grace c venida
Occupation : Housewife

I HEREBY CERTIFY that above information is true and correct to the best of my
knowledge and belief.

Jhon Bee C. Venida

 70

Applicant’s signature

John Eymard M. Yap

#13 Riyal Street Meralco Village Taytay, Rizal
Email: johneymardyap@[Link]

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
Strand: Humanities & Social Sciences (HUMSS)
2022 – Present

JUNIOR HIGH SCHOOL : NATIONAL COLLEGE OF BUSINESS &

ARTS
San Juan, Taytay, Rizal
With Honor
2018 - 2022

ELEMENTARY : SERVUS DEI INTERNATIONAL

COLLEGE
San Juan, Taytay, Rizal
2009-2017

PERSONAL INFORMATION
Date of Birth : January 7, 2005
Place of Birth : Angono, Rizal
Age : 18
Sex : Male
Citizenship : Filipino
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Byron Yap V. Jr.
Mother’s Name : Marites M. Yap

I HEREBY CERTIFY that above information is true and correct to the best of my

knowledge and belief.

John Eymard M. Yap

 71

Applicant’s signature