COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.

Poblacion, Anda, Pangasinan

ST1- Use of Popular Media in Teaching Dr. RENAN B. CELESTE

1st Sem. S.Y. 2017-2018 Instructor
Lecture Series No. 5

PRINCIPLES IN SELECTING INSTRUCTIONAL MEDIA

Teachers could be guided by the following principles in selecting instructional media.

1. Principle of Appropriateness
a. Instructional materials must promote the general and specific goals of the class.
b. Instructional material must be appropriate to the level, difficulty of concepts, methods of
development, and interest appeal.
c. Instructional material must be either basic or supplementary to the curriculum.
2. Principle of Authenticity
Instructional materials must present accurate, up-to-date, dependable information.
3. Principle of Interest
Instructional materials must catch the interest of the learners. It must stimulate curiosity or satisfy the
learner’s need to know. It must have the power to motivate, encourage creativity, and imaginative
response among users.
4. Principle of Organization and Balance
a. Instructional material must be well organized and well balanced in content.
b. Purpose of the material must be clearly stated or perceived.
c. There should be logical organization, clarity, and accordance with the principles of learning such as
reinforcement, transfer, and application in the materials.
5. Principle of Cost
If there are available substitutes for costly materials, these substitutes may be considered first.

FACTORS TO BE CONSIDERED IN SELECTING INSTRUCTIONAL MEDIA

Considering the principles mentioned, the following factors are to be considered in selecting instructional media:
1. Relevance of the media to the lesson objectives. The medium should be able to convey in the clearest
possible way the highlights of the lesson. The medium should stimulate discussion. If the objective is to supply
factual information, pictures or graphs could be used. If the objective is to modify behavior, films or role playing
could be used. If the objective the mastery of a skill, demonstration or programmed learning could be more
appropriate.
2. Suitability to students’ age, learning abilities and styles, and reading level. Pictures could be effective
for Grade 1 pupils but not for high school students. Some media could be effectively used for fast learners.
Audio media could be more effective for auditory learners than visuals learners.
3. Accuracy and novelty of media. The media should be up to date, reflecting current thought, original or
revised.
4. Provision of learner participation. Dioramas and exhibits could entail more participation of learners than
pictures or graphs.
5. Provision of feedback. Recordings and television do not offer feedback or interaction (two-way
communication) like the way multimedia do.
6. Appeal. Pictures, especially colorful ones, could be more aesthetically pleasing than other media. Motion
media could be more attention grabbing than still pictures.
7. Availability. The medium should be obtainable when needed. The school’s media center could be consulted
for media collection. Aside from the media center, our homes could be potential sources of media. Colorful
pictures could be available in newspaper and calendars.
8. Adaptability. Some media, like transparencies or recordings, can be easily updated or modified unlike
textbooks.
9. Ease in the use or operation of the media. Some media like maps and graphs can be easily used while
other media like computers and projectors need technical expertise. The teacher should at least be well versed
with basic operations of media.
10. Learning environment. Projected media may work better for big classes. Demonstrates, role playing, and
simulations could be done if classrooms are big.
 11. Cost. If a certain medium is very expensive, another medium which could deliver the same content can be
used to replace it. The medium could be expensive, not only in cost, but also in the time consumed in preparing
the medium.
12. Objectivity. There should be no room for bias, propaganda, and controversy in the material.
13. Maintenance. Some media, especially the technical ones, entail more cost in maintaining the operation than
other non-technical media.
14. Technical quality. Some media are simple but workable. Audio recordings and videos are susceptible to
damages which affect the quality of the media.

There are still many other factors that could be added to the list. This just shows that there is no one medium
which possesses all the best qualities of an instructional medium. Hence, there is no best instructional medium.
Selection of the most appropriate instructional media is a skill which depends on the factors mentioned.

Reference: Ballado, Ronato S. Basic Concept s in Educational Technology I, 2012