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INTRODUCTION
Through simple everyday actions and play, young children develop physical,
social, intellectual, emotional and creative abilities known as creative development.
Early childhood education often focuses on children learning creative abilities through
play. Children's creative abilities may be explored through their ideas, curiosity and
feelings towards the arts, movement, music and imaginative play. Children of all ages
delight in expressing their ideas through sounds, colors, shapes and role-playing
activities. Creativity in children can be developed by engaging them in activities that
enable them share their ideas, thoughts and feelings. There are different aspects of
creative development in children.
Education aims at the development both of the body and mind. It prepares us
to meet the challenge of life boldly and successfully. We shall certainly fail to meet
this challenge if we take a lopsided view of education and exclude creative activities
from it or do not pay them due attention. Our mind will develop though certainly to
its full powers, but our body will not, it will in course of time waste away and many a
disease will best it .One may then only exist and not live. So we can say, creative
activities are integral part of education. In this present era, learning has more
importance to convey the idea to the student. Teacher has to use different strategies in
order to make the teaching better and interesting. It is conferred and accepted that
different activities and use of audio visual aids are helpful in learning to make the
learning more effective and interesting. These creative activities have prior effect in
the learning process.
The first great value of creative activities therefore, is a sound and healthy
body which they help us to have. “Health is Wealth” and “A sound mind in a sound
body” are age-old proverbs. But very few people realize their true significance. It is
obvious that those who take part in creative activities not only have a health and
robust body, but also posses an agile mind. Their outlook on life is generally broad
and optimistic. Creative activities also provide us with a lot of recreation and fun.
They are an excellent pastime with some people. A little participation in creative
activities at the end of a day’s hard work will bring back our lost energy, afford us
relaxation and banish our boredom.
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One aim of education is to build character, to impart some sort of instruction
and inculcate certain tracts which help a person in leading a responsible life. A life in
which he is able to strike a happily balance among his obligations towards society,
and towards himself. Books and contacts with the outside world do teach us these
aspects, but creative activities also have an important role to play in their
development. A student learns these traits in a practical manner, when he participates
in creative activities of his own interest in classroom. He can not learn each and every
thing in classroom. Many moral values like sportsmen ship, encouragement and
confidence can be learnt only through these activities.
Teaching is a complex process which requires proper teaching methodologies,
in order to inculcate knowledge in the minds of the students and to transfer knowledge
to next generation. Secondary education is a turning state therefore; effective teaching
methodology is to be adopted according to the needs of the students so that proper
guidance can be given.
According to Vijayalakshmi, K.S. (2004, P.1) teaching is both an art and a
science. Able teachers always find ways and means to improve their teaching
techniques. With the change in time the teachers are asked to employ newer methods
for teaching their pupils more effectively so that they must be able to cope with the
demand of the age. The latest techniques of teaching are a need of hour.
The progress of country depends upon the quality of its teachers. Ranga (2005,
p.5) has commented on teacher education as “the irony of fate, however, is that
teaching is the most unattractive profession and teacher no longer occupies an
honorable position in the society. Teaching can regain its earlier noble status in case
the quality of teacher education in our country is improved.”
The term “Teacher” is used for the person, who teaches the students, guides
the learners and enables them how to read and write. Encyclopedia of education
defines teacher education as, “education and preparation of individuals enabling them
become professional teachers.” Frank and Wagrall (1987, p.11) have emphasized the
need for making teacher education dynamic. They suggested that, “in order to keep
pace with- technology changes in society the teacher education programs of all levels
in country must be planned in such a way that the teachers produced by these
programs, are broadly educated, scientific minded, uncompromising on quality
innovative, but sympathetic towards students.
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Audio visual materials are produced, distributed and used as planned
components of educational programs. It helps the process of learning that is
motivation, classification and stimulation. A.V. aids are multisensory materials which
motivate and stimulate the individual. It makes dynamic learning experience more
concrete realistic and clarity. It provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for
learning. These are planned educational materials that appeal to the senses of the
people and quicken learning facilities for clear understanding. The study was designed
to know about the “Role of Creative Activities and Audio Visual Aids using in
Learning Process at Elementary Level.” The researcher tries their level best who our
teachers use A.V. aids in teaching and organized creative activities at elementary level
and who the achieving the goals of education through use of their methodology in
teaching learning process.
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4. This research might be useful to the future researcher.
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Chapter- II
REVIEW OF RELATED LITERATURE
This chapter deals with the review of literature related to the topic under study,
for this purpose Library and internet material was reviewed and a brief summary has
been is given in this chapter.
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“Teaching”, in this model, is defined as the “the interaction of a student and a
teacher over a subject.” There may be one student or several in a class. The students
can be young or old, bright or below average intelligence, “normal” or physically
challenged, highly motivated or “turned off,” rich or poor, male or female. The subject
can be easy and straightforward or difficult and complex. The teacher may not be
physically present, as with televised or computer-assisted instruction. But in most
situations, the model holds up a teacher, a student and a subject. And where is the
monitor? The model is enclosed in a box to represent the setting where teaching takes
place. Teaching takes place somewhere, in some specific context. The institution may
be highly selective, or “open door” in its admissions policies. The climate for learning
may be favorable or destructive, supportive or frustrating. The resources, both
physical and human, may be generous or insufficient. No teacher teaches in a space.
The setting makes a difference. Teaching involves a teacher trying to teach someone
something somewhere.
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4. Learning by conditioning.
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2.4 Importance of Creative Activities in Early Childhood
Through simple everyday actions and play, young children develop physical,
social, intellectual, emotional and creative abilities known as creative development.
Early childhood education often focuses on children learning creative abilities through
play. Children's creative abilities may be explored through their ideas, curiosity and
feelings towards the arts, movement, music and imaginative play. Children of all ages
delight in expressing their ideas through sounds, colors, shapes and role-playing
activities. Creativity in children can be developed by engaging them in activities that
enable them share their ideas, thoughts and feelings. There are different aspects of
creative development in children.
Emotional Creativity
Emotional creativity is a measure of how children respond to their
environment, the objects and people around them. Children respond in different ways
to what they see, hear and touch. They can also communicate their own feelings due
to the nature of their surroundings. Center-based child care arrangements may help
develop social skills in young children and prepare them for kindergarten. The
interaction with other children their own age goes a long way in improving social
skills and people acceptance in kids.
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different colors and painting pictures of different characters build the child's mind and
improves her ability to test different color variations. The creative arts have a
significant bearing on the early creative development of a child. Writing skills can
also be harnessed by engaging the child in creating replicas of written symbols and
objects.
Creative Music
A child's ability to distinguish different sounds such as the banging of a door
or the running of tap water and musical sounds that elicit dance movements is
important at an early age. Children exposed to different musical tones and patterns of
dance movement may be able to adapt quickly to these tunes and mime or sing songs
easily from memory. Such children are likely to develop ample creative instincts at an
early age.
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Modeling
While a lecture might work with older students, primary children likely do not
have the attention span required for this teaching method. Activities must be varied
and divided into short time periods. The type of method that is most effective with the
age group is modeling. Modeling can be defined as a visual aid for learning. This
technique involves having the students construct a model in order to visualize a
situation. This particular method works especially well with math problems, as
students at this level are not ready for abstract situations.
Learning Centers
Learning centers allow teachers to utilize a variety of materials and provide an
opportunity for primary students to work by themselves or with peers to put concepts
into action. Learning centers also help students improve social skills by having them
engage in collaborative activities. Enrichment centers extend a lesson with a follow-
up center activity, such as the construction of a terrarium after a lesson on plants. Skill
centers strengthen and enhance skills for any students who are in need of more
individualized assistance. For example, a small group of students who are struggling
with multiplication tables can benefit from a skill center based on multiplication
drills. Exploratory centers strengthen abstract concepts through the use of hands-on
learning experiences. For example, a teacher might follow up a lesson on
measurement with an exploratory center using rulers, yard sticks, scales and liquid
measuring cups.
Collaboration
The collaborative teaching method allows a teacher to direct a lesson, while
also making it possible for students to talk with each other and discuss different points
of view. Small group discussion usually works better than whole class discussions at
this level. With collaboration, students are normally not as reluctant to talk about a
topic if the group involves fewer students. One drawback to collaboration is that
young students tend to get off track if not constantly monitored by the teacher.
Multimedia Presentations
Today's students enjoy visual stimuli and require more than just a chalkboard
presentation by the teacher. DVD's, CD's and the Internet incorporate sounds and
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graphics that help bring concepts to life for children, thus enhancing their learning.
This teaching method provides the teacher with a motivating way to present lessons
for all subjects. An interactive multimedia presentation is an effective way to
introduce or reinforce a concept.
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leader. They will also have a chance to contribute or share their ideas to the other
members of the team. And of course, this is one way for them to gain a lot of new
friends.
All these things simply mean that as a parent, you should let your kids explore
in order for them to learn new things from other people. Although you want them to
be safe at home, you still have to let them participate in different types of activities
that will also play an important part of their lives. When there are no classes, leaving
your kids at home while doing the usual things will just make them feel really bored
and this is why you should let them be involved in creative activities.
Activity #1
Gather a group of young children and give one lemon to each child. Then ask
the children to “get to know your lemon.” Children will examine their lemons -- smell
them, touch them, throw them in the air, and roll them around. After a few minutes,
collect the lemons in a big basket, and ask the children to find their lemons in the pile.
Remarkably, most children will recognize their lemons at once. Some will even get
protective of them.
Next, ask the children to describe how they recognized their lemons. “My
lemon was big,” one might say. “My lemon had a mark on one side.” And another,
“My lemon had dents and bruises.” Then talk about how people, too, come in
different sizes, different shapes, different shades of color, different “dents and
bruises.”
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After exploring these ideas, collect the lemons again but this time peel the
lemons before placing them in the basket. Then ask the children to again find their
lemon. Presented with this quandary, children will usually exclaim, “But the lemons
all look the same!” This reaction opens the door to discussing how people, like
lemons, are often similar on the inside.
This 15-minute activity can have a long-lasting effect, especially if children
are reminded of the lesson in times of conflict.
Variations
The lesson also works well with apples or potatoes.
Activity #2
Begin with a classic game of “Musical Chairs”:
1. Place chairs in a circle with one fewer chair than there are students.
2. Play music and have the children walk around the chairs.
3. Tell students that when the music stops, they should quickly find a seat.
Once they have done this and one person has nowhere to sit, challenge the
group to find a way for everyone to have a seat. Children can sit on each other's laps,
stand on the rungs connecting chair legs, or squeeze next to someone else on the same
seat.
Continue with a few successive rounds in which an additional chair is
removed each time. Every time the group accommodates someone who would
normally be excluded in a traditional game of Musical Chairs, compliment the
students on their creativity.
With each new round, the students will have more contact with each other and will be
challenged to work even harder to find ways to be inclusive. You may also wish to
connect this activity with historical information about Rosa Parks and the importance,
literally and figuratively, of everyone having “a seat on the bus.”
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Colors Matching
Goal
To show every child that their skin color is unique and beautiful.
Activity #3
Have the children paint self-portraits, mixing colors to match their skin tone as
closely as they can. When they are finished, ask them to think of a name for their
color, such as “coffee,” “peaches,” or “olive.”
What they will see is that everyone has a unique color, and that no one is truly
“black” or “white.” Then make a rainbow of colors drawn from everyone in the class.
Emphasize that there is nothing wrong with noticing someone else's color, because
everyone's color is unique and beautiful.
Point out that color is a good thing, because it makes life interesting and fun to
look at. Without color, we wouldn't have as much fun watching the leaves change
during autumn, and all our cartoons and paintings and TV shows would be in black
and white.
Goal
To show how labels can influence our judgments about people, and to
recognize the importance of getting to know people before making judgments about
them.
Background
Labels are a useful way to organize information about people and events, but
they all too often become substitutes for thought and experience. When labels are
used as the sole source of information about other people, they limit our
understanding and describe only one aspect of a person. “People Tags” is an activity
that illustrates how misleading labels can be when applied to people.
Activity #4
1. Prepare the lesson by printing one copy of the People Tags page for every four
students. Cut up the page so that there are 4 people cards (Uncle Frederick,
Aunt Mina, etc.), 8 object cards (dictionary, clock, etc.), and 4 fact cards in
each set.
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2. Divide students into groups of four. Give each group a set of 4 people cards
and 8 object cards. Do not give out the fact cards yet.
3. Tell students to imagine they are doing holiday shopping for 4 relatives:
4. Uncle Frederick, a motorcycle rider
5. Aunt Mina, a librarian
6. Cousin Wei, a Navy recruit
7. Great-Aunt Keesha, a senior citizen
8. Ask students to choose a gift for each relative from the 8 object cards.
9. Then, after a few minutes, ask students:
10. Who gave Uncle Frederick the leather jacket? Cousin Wei the tattoo? Great-
Aunt Keesha the rocking chair?
11. How did you decide who would get each gift?
12. How did labels like “motorcycle rider” and “senior citizen” influence your
choices?
13. Pass out the fact cards and give students time to use this information in
making their final gift choices.
Discussion
After students have finished deciding on gifts, ask the following questions:
1. What were the final gift choices you made, and why?
2. How did the new information change your gift choices?
3. What happens when we rely too much on labels?
4. If you had to choose a gift for someone you didn't know well, what could you
do to make a good choice?
5. If someone new joined our class and we wanted to make that person feel
welcome, what could we do?
6. Are there any other times when it would help to learn more about someone
before making a judgment?
Activity #5
1. What is your name?
2. What is father, s name?
3. What is your teacher’s name?
4. In which do you live?
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5. What is your district name?
6. What is your country name?
7. In which class do you read?
Activity #6
What is this?
It is a blackboard.
What is this?
It is a school.
What is this?
She is a Teacher.
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What is this?
It is a Computer.
Activity #7
Chose the correct options
Pakistan is a Muslim _____________.
a. Country b. City c. Province
Word “Pakistan is ___________noun.
a. Proper b. Common c. Vowel
The word rich is an______.
a. Verb b. Noun c. Adjective
Karachi is the biggest city of__________ province
a. Balouchistan b. Sindh c. Punjab
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I think art is about the process for kids, and not about the end product. So in
the process of doing art, kids learn critical thinking, problem-solving, and develop
social, emotional and physical skills, such as fine and gross motor skills. But really,
early art doesn’t have to equal academic genius. It’s giving the kids the chance to
express their creativity and learn what art is about which is freedom to think out of the
box.
Open-ended projects are important because the most important part of
producing for a young child is the process, not the result. I think it’s important to pick
projects that are doing have a “correct” end result. That way you won’t squelch a
potential artistic genius. Letting your kids explore art without defining art for them is
important. That way, they won’t become easily frustrated and hesitant or feel
pressured to produce “correctly.” Also, remember to choose activities or projects that
are short, but allow enough time for your kids to explore at their own pace. Plan
things that are enjoyable and that will result in your kids feeling successful.
At this stage, you are not trying to give “formal” art training to your kids so
relax and don’t worry if you don’t think you, yourself, are good at art. Again, it’s the
process of letting kids explore the art for themselves, so just provide the right
materials and environment for them to do that. Make sure you pick non-toxic
materials, forgive the mess, because there will always be a mess, and give your kids
plenty of time to work on the project and enough warning for them to know when art
time is about to be over.
It would be wonderful if children had the opportunity to do art a couple times
a day. But at minimum it should be a part of a child’s day at least once a day. Without
art, I think there would be a severe lack of creative, imaginative thinkers and
inventors. It’s the key to opening up a child’s mind.
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the lack of facilities in elementary schools. Only blackboard is available for the
learners.
Perviaz Iqbal
(GCET, Bosan Road, Multan)
These activities provide the Affective learning, Recreation, discipline, unity,
strong mind and motivation in the child.
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their reading and concentration skills because they focus on the art projects and do it
to their satisfaction. I really believe that art greatly develops their mind.
Karolina Ramirez
(Child care provider for 6 years)
I think open-ended art projects are important to have in my program for
several reasons. It incites conversation between the kids and helps them to learn to
communicate with each other. They also learn to work in groups and discuss how to
do the projects together. I also think that some kids are able to express themselves
better through art than through language. I think art is really important because it
helps develop their self-esteem because they see something go from raw materials to
their own “masterpieces.”
Darlene Patterson
(Family child care provider for 22 years and mother of three)
I think that kids can tell you a lot about what’s going on with them through
their artwork. Kids who don’t have a lot of language skills can really express
themselves a lot better through the pictures they draw or paint. I also learned that they
can tell you a lot about what’s going on in a child’s life. I think it’s important that
child care providers and parents pay more attention to what kids are expressing
through their artwork to see how they may be feeling.
2.10 Guidelines for teachers will foster creativity in the young child
The following guidelines for teachers will foster creativity in the young child
1. Avoid patterns, ditto outlines, and coloring books. Allow children
opportunities to experiment with art materials and media. Unstructured and
“raw materials” allows the chance for creative expression.
2. Art allows children to develop positive views of them. Praise the child for
working with the art supplies. Emphasize, “You can.” Discourage the use
of models and patterns.
3. Praise the child's work. Communicate that you value uniqueness, diversity,
and difference.
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4. Comment on design, shape, and color. Avoid making the child tell you
“what” the picture is about. This is especially true for younger children as
they may not know.
5. Show how to use the art materials provided. Avoid doing the work for
them or editing their work.
6. Relate to parents that in art, the process is more important than the
product.
7. Provide opportunities for children to view works of art. Take a field trip to
the library or local museum. Display great art in the classroom.
8. A child's artwork has many values and should be part of the curriculum.
Yes, art requires preparation. Yes, it requires close supervision. And it's
often messy. However, it contains great importance in programs for young
children.
2.11.2 Recreation
Participation in creative activities even for a short while can banish day’s
fatigue and boredom. Creative activities remove boredom and then student learn
effectively.
2.11.3 Discipline
Due to creative activities students get awareness about discipline in classroom
and every field of life.
2.11.4 Unity
Activities teach us unity. Unity in the classroom and unity in the whole life.
2.11.5 Motivation
Creative activities motivate to win or to be successful. In the same way
students learn to get success in the examination or teaching learning activities.
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2.11.6 Creative activities create interest in teaching
Creative activities are a source of creation of interest in teaching learning
process.
2.11.9 Boldness
Activities are a source of kill boldness. After such activities students have
fresh mind, they start their study with full interest.
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3. According to good’s dictionary of education: audio visual aids are any thing by
means of which learning process may be encouraged or carried on through the
sense of hearing or sense of sight.
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A. V. Aids
Charts Cut-outs
Models etc.
http://www.scribd.com/doc/11631190/6-Effective-Use-of-Audio-Visual-Aids
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6. Large in size
7. Up-to-date
8. Easily portable
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2.17 Types of A.V. Aids
Filmstrips
Film strips are sequence of transparent still pictures with individual frames on
35mm film. A tap recorded narration can be synchronized with film strip. Each strip
contains from 12 to 18 or more pictures. It is a fixed sequence of related stills on a roll
of 35mm film or 8mm film.
Principles
1. Preview filmstrips before using them and selected carefully to meet the needs of
the topic to be taught.
2. Show again any part of the filmstrip needing more specific study.
3. Use filmstrip to stimulate emotions, build attitudes and to point up problems.
4. It should be introduced appropriately and its relationship to the topic of the study
brought out.
5. Use a pointer to direct attention, to specific details on the screen.
Types of filmstrip
1. Discussion filmstrip: it is continuous strip of film consisting of individual frames
arranged in sequence usually with explanatory titles.
2. Sound slide film: it is similar to filmstrip but instead of explanatory titles or
spoken discussion recorded explanation is audible, which is synchronized with the
pictures.
Advantages
1. Are compact, easily handled and always in proper sequence.
2. Can be supplemented with recordings.
3. Are inexpensive when quantity reproduction is required.
4. Are useful for group or individual study at projection rate are
controlled by instructor or user.
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relative amounts developments, processes, classification or organization. It includes
the following.
Charts
Introduction
These visual symbols used for summarizing, comparing, contrasting or
performing other services in explaining subject matter. A chart is a combination of
pictorial, graphic, numerical or vertical material, which presents a clear summary.
Definition
Chart is defined as a visual aid which depicts pictorial and written key
information in systematic way to summarize, compare, ex: anatomical charts and
figure, diagrams etc.
Purposes
1. To visualize an item, it is otherwise difficult to explain only in words.
2. To highlight important points.
3. To provide outline for materials covered in presentation.
4. To show continuity in process.
5. For creating problems and stimulating thinking.
6. For showing development of structure.
Flash Cards
Definition
“Flash cards are a set of pictured paper cards of varying sizes that are flashed
one by one in a logical sequence.”
‘’Flash cards can be self made or commercially prepared and are made up of
chart or drawing paper, plane paper using colors or ink on them for drawings.’’
Purposes
1. To teach the students.
2. To give health education.
3. Useful for small group.
4. Used in group discussions.
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Posters
Definition
“Posters are the graphic aids with short quick and typical messages with
attention capturing paintings.”
Purposes
1. To provide general motivation.
2. To create an esthetic or atmospheric effect.
3. To communicate a more general idea. To thrust the message for leading to
action.
4. For the class room and community.
Advantages
1. It attracts attention.
2. It conveys the message very quickly.
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3. It does not require a detailed study.
4. Good poster leads to action with good motivation
5. It can stand alone and is self explanatory.
Disadvantages
Poster does not always give enough information
When a poster is seen for longer time it may not attractive. So it should be
dynamic
Maps
Definition
A map is a graphic aid representing the proportionately as a diagram, the
surface of the earth, world or parts there of. It conveys the message by lines, symbols,
words and colors.
Types of maps
1. Political maps: these maps show political divisions of the world, a continent, a
nation.
2. Physical maps: shows the physical contour of a place, area, and region.
3. Relief maps: it shows the actual elevations and depressions in a place, area, and
region.
4. Weather maps: shows the amount of rains, temperature extremes, humidity in an
area, region country.
5. Population maps: shows the distribution of population in various parts of region,
country.
6. Picture or tourist maps: shows historical spots monumental sites etc.
7. Road maps: shows the roads of a region connecting various parts and points
together.
8. Railway maps: shows the railway links between various points.
9. Air maps: shows the air routes between various points.
10. Sea root maps: shows the sea routes between various sea ports
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3- Dimensional aids
Models
Definition: a model is a recognizable representation of a real thing three
dimensionally, that is height, width, and depth is felt as reality.
Types of models
1. Solid models: it is the replica of an original thing made with some suitable
material like clay, plaster of Paris, wood, iron etc. to show the external parts of the
things. Ex: globe, clay model of human and animal.
2. Cutaway and x-ray models: are the replicas of the original things to show internal
parts of a thing. Cross sectional models are difficult to make in the class room or
institutions as they require expertise to construct them. Ex: cross sectional model
of human body.
3. Working models: these models are either actual working things or their miniature
replicas. For illustrating an operation. Ex: a motor, a generator.
4. Sand models: made by using sand, clay, saw dust, ex: a tribal village, a forest
area.
Advantages
1. Models heighten reality of things and make learning direct and meaningful as they
are three dimensional.
2. Models illustrate the application side of certain principles and laws.
3. Models explain the complex and intricate operations in a simplified way and thus
make comprehension easier.
4. Models are lasting and ultimately work out to be cheaper teaching aids.
5. Still models are easy to make with the help of discarded materials like empty
boxes, pins, clips, nails, and clay.
6. Models are to reasonable size and convenient to handle.
7. Models involve the use of all the five senses and thus make learning effective.
Limitations
1. It requires expertise to make.
2. Time consuming.
3. Some of the models may be very expensive.
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Exhibitions
Many times in the school, a department of the school or a class put up their
work for showing it to the people out side the school, and such a show called
exhibitions. The pieces of work done by the students for an exhibition are called
exhibits.
Advantages
1. Exhibitions inspire the students to learn by doing things themselves and they
get a sense of involvement.
2. Exhibitions give students a sense of accomplishment and achievement.
3. Exhibitions develop social skills of communication, cooperation, coordination.
4. Exhibitions foster better school community relations and make community
members conscious about the school.
5. Exhibitions couple information with pleasure.
6. Exhibitions foster creativity among students.
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Disadvantages
1. Requires thorough preparation.
2. Time consuming.
3. Require funds or budget.
Dioramas
Definitions
A diorama is a three dimensional arrangement of related objects, models, and
cut outs to illustrate a central theme or concept. The objects and models are generally
placed in a big box or show case with a glass covering and background printed with a
shade or a scene. Ex: a harvest scene, a planting scene etc.
Advantages
1. Provide a good opportunity to learn.
2. It gives the appearance of actual things which can not be brought to the class
room.
3. Interesting and enhance creativity.
4. Live things also can shown in diorama ex: aquarium.
5. Provides students to do project works.
Disadvantages
1. Sometimes cost effective.
2. Needs expatriation for the preparation.
3. Require budget.
4. Sometimes it may misguide the student if is not the replica of actual thing.
Display boards
Chalk board
Definition
A chalkboard or blackboard is a reusable writing surface on which text or
drawings are made with chalk or other erasable markers. Blackboards were originally
made of smooth, thin sheets of black or dark grey slate stone. Modern versions are
often green or brown and are thus sometimes called a green board or brown board
instead.
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A blackboard can simply be a piece of board painted with matte dark paint
(usually black or dark green). A more modern variation consists of a coiled sheet of
plastic drawn across two parallel rollers, which can be scrolled to create additional
writing space while saving what has been written. The highest grade chalkboards are
made of rougher version porcelain enameled steel (black, green, blue or sometimes
other colors). Porcelain is very hard wearing and chalkboards made of porcelain
usually last 10-20 years in intensive use.
Bulletin board
Definition
It is a soft board which will hold pins or tags almost suitable. Simple device
placed either indoor or outdoor. Items generally displayed are photographs,
publications, posters, news paper cut outs.
Advantages
Explains important events Reports special activities.
Disadvantages
1. Not effective for illiterate group.
2. Takes lot of preplanning and preparation.
A bulletin board (pin board, pin board or notice board in British English) is a
place where people can leave public messages, for example, to advertise things to buy
or sell announce events or provide information. Dormitory corridors, well-trafficked
hallways, lobbies, and freestanding kiosks often have cork boards attached to
facilitate the posting of notices. At some universities, lampposts, bollards, trees, and
33
walls often become impromptu postering sites in areas where official boards are
sparse in number.
Tape Recorder
A tape recorder is a portable electronic gadget to record, reproduce, erase and
re record sound on a magnetic tape. This device can be used without much fuss by any
body by operating the following press buttons attached to the recorder, via, stop, play,
wind, rewind, record, pause, and eject.
Uses: it is used to learn foreign languages, rhymes, and songs with clarity. Grame
phones like radio gramophones are also important teaching devices.
Field trips
Definitions
According to Hedger ken Field trip may be defined as “an educational
procedure by which the student studies firsthand objects and materials in their natural
environment.”
34
3. The students learning can be easily diverted towards effective learning.
4. Field trips are valuable aids to what students are curious about the natural and
man-made process and objects.
5. Field trips can effectively supplement the classroom learning through
application and reviewing the experiences of student.
Demonstrations
Demonstration method is a concrete visual aid, because of its wide use in the
teaching of nurses. In nursing education, it is used for this purpose and also for
clinics, conferences, laboratory classes, symposia, autopsies, and teaching of health to
patients. The demonstration method teaches by explanation and exhibition. In short, it
is a performance to show a process or activity to others. When a teacher demonstrates,
students observe and imitate to learn.
35
Advantages of demonstration
The following are the advantages of demonstration method.
1. It activates several senses. This increases learning, because it gives a better
opportunity for observational learning.
2. It clarifies the underlying principles by demonstrating the ‘why’ or ‘how’ of
the procedure.
3. It provokes interest by use of concrete illustrations.
4. It correlates theory with practice engages student’s attention and
concentration.
5. It encourages student’s participation in learning through questions and answers
as the teacher performs.
Experiment
An experiment is a learning activity in which students collect and interpret
observations using measuring instruments to reach some conclusions. In science
subjects experiments are used invariably used as instructional aid as they encourage
learning by doing. While giving a lesson on an experiment, the teacher should
organize the instruction so as to make the students aware of the following steps of the
experiments:
1. Objectives of the experiments.
2. Apparatus required.
3. Procedure or methodology.
4. Observations of data.
5. Computation (totaling) of the observations made.
6. Results or conclusion.
7. Precautions.
8. Ideas for future work.
The student performs the experiment and writes a report on it. Showing the
cause and effect relationship.
Dramatization
Dramatization is a very potent method of keeping the class room instruction
lively and interesting. When a teacher dramatizes a lesson, the students become both
the spectators and participants. This makes learning easy and permanents.
Types of dramatizations
Suitable for class room instruction:-
1. Role-play.
2. Play lets.
3. Pageants.
4. Pantomime.
5. Tableaux.
Advantages of dramatization
36
1. Dramatization gives an added advantage of students working as both observers
(spectators) and doers (participants) unlike in experiment where there are just
doers and in demonstration where there are just observers.
2. Dramatization makes learning a pleasure children love to act and show off.
3. Dramatization involves students totally and they appreciate the lessons
remember it better.
4. Dramatization develops the social skills required for them such as cooperation,
co-ordination, punctuality, and human relations etc.
5. Dramatization makes students creative, sensitive, and alert.
37
1. Large size classes.
2. Poor training of teachers.
3. Curriculum is not activity based at elementary level.
4. System of examination at elementary level.
5. Poor planning of teachers for creative activities.
6. Lack of motivation in students.
7. Lack of teaching A.V. Aids in elementary schools.
8. Lack of experts at elementary schools.
9. Lack of discipline in classrooms.
10. Lack of creative environment for students in classrooms.
11. Lack of interest in students for creative activities.
12. Lack of training facilities of teachers in schools how to use A.V.Aids in
teaching.
13. Teachers are unable to use modern teaching A.V.Aids in classroom.
38
teaching methodology of teachers.
Chapter-III
RESEARCH METHODOLOGY
The main objective of this research is to find out the “Role of Creative
Activities and Audio Visual Aids using in Learning Process at Elementary Level.” In
this chapter, research methodology is described and explanation of the procedure has
been given. So, the nature of the research, selection of the topic, preparation of
questionnaire, distribution of questionnaire, return of questionnaire and material,
analysis of the material, all the research method has been given in this chapter.
39
3.1 Selection of Topic
In any research the first important problem is the selection of the topic.
Selection of the topic reveals the whole knowledge about problem. About the
selection of the topic, Dr. Ehsan Ullah in his research writes that research is vast
procedure that involve different pattern of the knowledge. (Dr. Ehsan 1991, P: 46)
The researcher has selected the topic due to personal interest and from the
suggestion of the supervisor.
40
3.6 Instrument
Information was collected though the rating scale which was developed with
the help of supervisor. The rating scale was obviously in English but I divided in Urdu
for students because the students of elementary level not properly understand in
English. The rating scale was consisted 32 items. (16 for teachers and 16 for
students).
41
3.9 Data collection procedure
(Organization of Questionnaire)
The questionnaire was administrated to all members of sample. The
respondent was given instruction. After, filling questionnaire, the questionnaires were
collected by hand. In this way all the questionnaires were collected.
42
Chapter- IV
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation of data collected in the form of 32
tables and 32 figures (16 for teachers and 16 for students) and followed by their
description.
Teacher’s Questionnaire
Table 4.1
Statement: Hidden abilities of the students are polished through creative activities.
Opinion SA A UA DA SDA
Teachers (20) 7 9 2 2 0
Percentage % 35 45 10 10 0
Mean 4.05
Table 4.1 indicates that 35% of the respondents are strongly agreed about
statement 45% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 10% of the respondents disagreed and 0% respondents
are strongly disagreed with this statement. The average of the responses is 4.05 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.1
43
Table 4.2
Statement: Audio visual aids give the real touch to learning process at elementary
level.
Opinion SA A UA DA SDA
Teachers (20) 8 7 3 0 2
Percentage % 40 35 15 0 10
Mean 3.35
Table 4.2 indicates that 40% of the respondents are strongly agreed about
statement 35% of the respondents are agreed and 15% of the respondents are unable
to decide about the statement. 0% of the respondents disagreed and 10% respondents
are strongly disagreed with this statement. The average of the responses is 3.35 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.2
44
Table 4.3
Statement: Proper time should be given to creative activities along with studies.
Opinion SA A UA DA SDA
Teachers (20) 5 6 4 2 3
Percentage % 25 30 20 10 15
Mean 3.4
Table 4.3 indicates that 25% of the respondents are strongly agreed about
statement 30% of the respondents are agreed and 20% of the respondents are unable
to decide about the statement. 10% of the respondents disagreed and 15% respondents
are strongly disagreed with this statement. The average of the responses is 3.4 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.3
45
Table 4.4
Statement: Lesson planning is very important in teaching at elementary level.
Opinion SA A UA DA SDA
Teachers (20) 10 8 0 2 0
Percentage % 50 40 0 10 0
Mean 4.3
Table 4.4 indicates that 50% of the respondents are strongly agreed about
statement 40% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 10% of the respondents disagreed and 0% respondents are
strongly disagreed with this statement. The average of the responses is 4.3 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.4
46
Table 4.5
Statement: Use of audio visual aids at elementary level is time consuming.
Opinion SA A UA DA SDA
Teachers (20) 5 7 4 0 4
Percentage % 25 35 20 0 20
Mean 3.45
Table 4.5 indicates that 25% of the respondents are strongly agreed about
statement 35% of the respondents are agreed and 20% of the respondents are unable
to decide about the statement. 0% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement. The average of the responses is 3.45 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.5
47
Table 4.6
Statement: You feel that students are unable to participate in creative activities at
elementary level.
Opinion SA A UA DA SDA
Teachers (20) 5 4 3 3 5
Percentage % 25 20 15 15 25
Mean 3.05
Table 4.6 indicates that 25% of the respondents are strongly agreed about
statement 20% of the respondents are agreed and 15% of the respondents are unable
to decide about the statement. 15% of the respondents disagreed and 25% respondents
are strongly disagreed with this statement. The average of the responses is 3.05 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.6
48
Table 4.7
Statement: You can easily use A.V.Aids according to the subject and learners
mentality.
Opinion SA A UA DA SDA
Teachers (20) 8 10 0 0 2
Percentage % 40 50 0 0 10
Mean 4.1
Table 4.7 indicates that 40% of the respondents are strongly agreed about
statement 50% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 0% of the respondents disagreed and 10% respondents are
strongly disagreed with this statement. The average of the responses is 4.1 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.7
49
Table 4.8
Statement: Home environment play a key role in child learning at elementary level.
Opinion SA A UA DA SDA
Teachers (20) 6 8 0 4 2
Percentage % 30 40 0 20 10
Mean 3.6
Table 4.8 indicates that 30% of the respondents are strongly agreed about
statement 40% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 20% of the respondents disagreed and 10% respondents
are strongly disagreed with this statement. The average of the responses is 3.6 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.8
50
Table 4.9
Statement: Extra interest in the co-curricular activities makes the students duffer in
studies.
Opinion SA A UA DA SDA
Teachers (20) 4 5 4 3 4
Percentage % 20 25 20 15 20
Mean 3.1
Table 4.9 indicates that 20% of the respondents are strongly agreed about
statement 25% of the respondents are agreed and 20% of the respondents are unable
to decide about the statement. 15% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement. The average of the responses is 3.1 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.9
51
Table 4.10
Statement: You ignored the use of A.V.Aids and creative activities due to limited
time and larger classes.
Opinion SA A UA DA SDA
Teachers (20) 7 9 0 2 2
Percentage % 35 45 0 10 10
Mean 3.85
Table 4.10 indicates that 35% of the respondents are strongly agreed about
statement 45% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 10% of the respondents disagreed and 10% respondents
are strongly disagreed with this statement. The average of the responses is 3.85 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.10
52
Table 4.11
Statement: Do you think creative activities and use of A.V.Aids create motivation in
students?
Opinion SA A UA DA SDA
Teachers (20) 4 7 3 2 4
Percentage % 20 35 15 10 20
Mean 3.25
Table 4.11 indicates that 20% of the respondents are strongly agreed about
statement 35% of the respondents are agreed and 15% of the respondents are unable
to decide about the statement. 10% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement. The average of the responses is 3.25 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.11
53
Table 4.12
Statement: Our elementary curriculum developed on activity based learning.
Opinion SA A UA DA SDA
Teachers (20) 4 5 2 5 4
Percentage % 20 25 10 25 20
Mean 3
Table 4.12 indicates that 20% of the respondents are strongly agreed about
statement 25% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 25% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement. The average of the responses is 3 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.12
54
Table 4.13
Statement: You are capable to arrange creative activities in class.
Opinion SA A UA DA SDA
Teachers (20) 8 10 0 2 0
Percentage % 40 50 0 10 0
Mean 4.2
Table 4.13 indicates that 40% of the respondents are strongly agreed about
statement 50% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 10% of the respondents disagreed and 0% respondents are
strongly disagreed with this statement. The average of the responses is 4.2 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.13
55
Table 4.14
Statement: You are satisfied with the available facilities in your schools.
Opinion SA A UA DA SDA
Teachers (20) 3 4 0 6 7
Percentage % 15 20 0 30 35
Mean 2.5
Table 4.14 indicates that 15% of the respondents are strongly agreed about
statement 20% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 30% of the respondents disagreed and 35% respondents
are strongly disagreed with this statement. The average of the responses is 2.5 which
mean that the level of agreement with the statement is very low. This situation is
presented in the following figure.
Figure 4.14
56
Table 4.15
Statement: You agree that creative activities help in character building for the
students.
Opinion SA A UA DA SDA
Teachers (20) 3 7 2 4 4
Percentage % 15 35 10 20 20
Mean 3.05
Table 4.15 indicates that 15% of the respondents are strongly agreed about
statement 35% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 20% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement. The average of the responses is 3.05 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.15
57
Table 4.16
Statement: You think emotional creativity is a measure of how children respond to
their environment.
Opinion SA A UA DA SDA
Teachers (20) 6 8 0 0 6
Percentage % 30 40 0 0 30
Mean 3.4
Table 4.16 indicates that 30% of the respondents are strongly agreed about
statement 40% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 0% of the respondents disagreed and 30% respondents are
strongly disagreed with this statement. The average of the responses is 3.4 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.16
58
Questionnaire for Students
Table 4.17
Statement: You learn better through creative activities in classroom.
Opinion SA A UA DA SDA
Students (50) 14 16 3 9 8
Percentage % 28 32 6 18 16
Mean 3.38
Table 4.17 indicates that 28% of the respondents are strongly agreed about
statement 32% of the respondents are agreed and 6% of the respondents are unable to
decide about the statement. 18% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement. The average of the responses is 3.38 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.17
59
Table 4.18
Statement: You participate in different classroom activities for learning process.
Opinion SA A UA DA SDA
Students (50) 13 16 6 7 8
Percentage % 26 32 12 14 16
Mean 3.38
Table 4.18 indicates that 26% of the respondents are strongly agreed about
statement 32% of the respondents are agreed and 12% of the respondents are unable
to decide about the statement. 14% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement. The average of the responses is 3.38 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.18
60
Table 4.19
Statement: Your teachers arrange creative activities in classroom.
Opinion SA A UA DA SDA
Students (50) 10 11 7 9 13
Percentage % 20 22 14 18 26
Mean 2.92
Table 4.19 indicates that 20% of the respondents are strongly agreed about
statement 22% of the respondents are agreed and 14% of the respondents are unable
to decide about the statement. 18% of the respondents disagreed and 26% respondents
are strongly disagreed with this statement. The average of the responses is 2.92 which
mean that the level of agreement with the statement is very low. This situation is
presented in the following figure.
Figure 4.19
61
Table 4.20
Statement: Your teachers use A.V.Aids during teaching.
Opinion SA A UA DA SDA
Students (50) 10 9 8 10 13
Percentage % 20 18 16 20 26
Mean 2.86
Table 4.20 indicates that 20% of the respondents are strongly agreed about
statement 18% of the respondents are agreed and 16% of the respondents are unable
to decide about the statement. 20% of the respondents disagreed and 26% respondents
are strongly disagreed with this statement. The average of the responses is 2.86 which
mean that the level of agreement with the statement is very low. This situation is
presented in the following figure.
Figure 4.20
62
Table 4.21
Statement: Learning process becomes innovate due to use of A.V.Aids in classroom.
Opinion SA A UA DA SDA
Students (50) 20 13 5 5 7
Percentage % 40 26 10 10 14
Mean 3.68
Table 4.21 indicates that 40% of the respondents are strongly agreed about
statement 26% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 10% of the respondents disagreed and 14% respondents
are strongly disagreed with this statement. The average of the responses is 3.68 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.21
63
Table 4.22
Statement: A.V.Aids is available in your school.
Opinion SA A UA DA SDA
Students (50) 6 8 5 14 17
Percentage % 12 16 10 28 34
Mean 2.44
Table 4.22 indicates that 12% of the respondents are strongly agreed about
statement 16% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 28% of the respondents disagreed and 34% respondents
are strongly disagreed with this statement. The average of the responses is 2.44 which
mean that the level of agreement with the statement is very low. This situation is
presented in the following figure.
Figure 4.22
64
Table 4.23
Statement: A.V.Aids and activities create interest in your learning.
Opinion SA A UA DA SDA
Students (50) 14 17 5 6 8
Percentage % 28 34 10 12 16
Mean 3.46
Table 4.23 indicates that 28% of the respondents are strongly agreed about
statement 34% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 12% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement. The average of the responses is 3.46 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.23
65
Table 4.24
Statement: Your confidence is developing due to participation in creative activities
for learning process.
Opinion SA A UA DA SDA
Students (50) 13 15 3 10 9
Percentage % 26 30 6 20 18
Mean 3.26
Table 4.24 indicates that 26% of the respondents are strongly agreed about
statement 30% of the respondents are agreed and 6% of the respondents are unable to
decide about the statement. 20% of the respondents disagreed and 18% respondents
are strongly disagreed with this statement. The average of the responses is 3.26 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.24
66
Table 4.25
Statement: Use of A.V.Aids and creative activities are helpful to finish boredom in
classroom.
Opinion SA A UA DA SDA
Students (50) 13 15 3 7 12
Percentage % 26 30 6 14 24
Mean 3
Table 4.25 indicates that 26% of the respondents are strongly agreed about
statement 30% of the respondents are agreed and 6% of the respondents are unable to
decide about the statement. 14% of the respondents disagreed and 24% respondents
are strongly disagreed with this statement. The average of the responses is 3 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.25
67
Table 4.26
Statement: Classroom environment becomes undisciplined due to poor planning in
activities.
Opinion SA A UA DA SDA
Students (50) 13 17 5 9 6
Percentage % 26 34 10 18 12
Mean 3.44
Table 4.26 indicates that 26% of the respondents are strongly agreed about
statement 34% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 18% of the respondents disagreed and 12% respondents
are strongly disagreed with this statement. The average of the responses is 3.44 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.26
68
Table 4.27
Statement: Teachers use different tricks of interest during teaching.
Opinion SA A UA DA SDA
Students (50) 10 14 6 12 8
Percentage % 20 28 12 24 16
Mean 3
Table 4.27 indicates that 20% of the respondents are strongly agreed about
statement 28% of the respondents are agreed and 12% of the respondents are unable
to decide about the statement. 24% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement. The average of the responses is 3 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.27
69
Table 4.28
Statement: Your family members help you in learning.
Opinion SA A UA DA SDA
Students (50) 12 15 6 9 8
Percentage % 24 30 12 18 16
Mean 3.24
Table 4.28 indicates that 24% of the respondents are strongly agreed about
statement 30% of the respondents are agreed and 12% of the respondents are unable
to decide about the statement. 18% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement. The average of the responses is 3.24 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.28
70
Table 4.29
Statement: Your teachers appreciate you in your good performance.
Opinion SA A UA DA SDA
Students (50) 17 23 0 4 6
Percentage % 34 46 0 8 12
Mean 3.82
Table 4.29 indicates that 34% of the respondents are strongly agreed about
statement 46% of the respondents are agreed and 0% of the respondents are unable to
decide about the statement. 8% of the respondents disagreed and 12% respondents are
strongly disagreed with this statement. The average of the responses is 3.82 which
mean that the level of agreement with the statement is very high. This situation is
presented in the following figure.
Figure 4.29
71
Table 4.30
Statement: Traditional teaching style is change due to use of A.V.Aids in classroom.
Opinion SA A UA DA SDA
Students (50) 16 19 4 5 6
Percentage % 32 38 8 10 12
Mean 3.68
Table 4.30 indicates that 32% of the respondents are strongly agreed about
statement 38% of the respondents are agreed and 8% of the respondents are unable to
decide about the statement. 10% of the respondents disagreed and 12% respondents
are strongly disagreed with this statement. The average of the responses is 3.68 which
mean that the level of agreement with the statement is high. This situation is presented
in the following figure.
Figure 4.30
72
Table 4.31
Statement: Creative activities create unity among students.
Opinion SA A UA DA SDA
Students (50) 13 15 5 6 11
Percentage % 26 30 10 12 22
Mean 3.18
Table 4.31 indicates that 26% of the respondents are strongly agreed about
statement 30% of the respondents are agreed and 10% of the respondents are unable
to decide about the statement. 12% of the respondents disagreed and 22% respondents
are strongly disagreed with this statement. The average of the responses is 3.18 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.31
73
Table 4.32
Statement: Uses of A.V.Aids increase the expanses of education.
Opinion SA A UA DA SDA
Students (50) 12 14 3 12 9
Percentage % 24 28 6 24 18
Mean 3.16
Table 4.32 indicates that 24% of the respondents are strongly agreed about
statement 28% of the respondents are agreed and 6% of the respondents are unable to
decide about the statement. 24% of the respondents disagreed and 18% respondents
are strongly disagreed with this statement. The average of the responses is 3.16 which
mean that the level of agreement with the statement is low. This situation is presented
in the following figure.
Figure 4.32
74
Chapter- V
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter deals with summary, findings, conclusions and recommendations
of the study.
5.1 Summary
The aim of the study was to find out the opinion of the both teacher and
students about the “Role of Creative Activities and Audio Visual Aids using in
Learning Process at Elementary Level.” Researcher made the statement of the
problem after selecting the topic. A v aids play very significance role in learning
process. A research procedure was evolved for the future to accomplish the study
successfully. In this respect, the review of the related literature enables the researcher
to decide the objectives of the study. Related literature and material was obtained
from the books, magazines, internet, research report, libraries of different colleges and
universities. The objectives of the study were determined and research method
planned after consideration.
The study was delimited to 10 elementary schools of Muzaffargarh Tehsil.
Random sampling technique was used to collect the samples. Questionnaire was used
as research tool. Questionnaire was consisted of 32 questions related to problem.
Sample was consisted of 16 teachers and 16 students. Researcher distributed the
questionnaire in the shape of tables. Questionnaire was distributed by hand to collect
data. The collected data was analyzed with statistical tools.
5.2 Findings
Following findings were presented from the data collected of the study.
Teachers Findings
1. 35% of the respondents are strongly agreed about statement 45% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 10% of the respondents disagreed and 0% respondents
are strongly disagreed with this statement that Hidden abilities of the
students are polished through creative activities.
2. 40% of the respondents are strongly agreed about statement 35% of the
75
respondents are agreed and 15% of the respondents are unable to decide
about the statement. 0% of the respondents disagreed and 10% respondents
are strongly disagreed with this statement that Audio visual aids give the real
touch to learning process at elementary level.
3. 25% of the respondents are strongly agreed about statement 30% of the
respondents are agreed and 20% of the respondents are unable to decide
about the statement. 10% of the respondents disagreed and 15% respondents
are strongly disagreed with this statement that Proper time should be given to
creative activities along with studies.
4. 50% of the respondents are strongly agreed about statement 40% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 10% of the respondents disagreed and 0% respondents are
strongly disagreed with this statement that Lesson planning is very important
in teaching at elementary level.
5. 25% of the respondents are strongly agreed about statement 35% of the
respondents are agreed and 20% of the respondents are unable to decide
about the statement. 0% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement that Use of audio visual aids at
elementary level is time consuming.
6. 25% of the respondents are strongly agreed about statement 20% of the
respondents are agreed and 15% of the respondents are unable to decide
about the statement. 15% of the respondents disagreed and 25% respondents
are strongly disagreed with this statement that you feel that students are
unable to participate in creative activities at elementary level.
7. 40% of the respondents are strongly agreed about statement 50% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 0% of the respondents disagreed and 10% respondents are
strongly disagreed with this statement that you can easily use A.V.Aids
according to the subject and learners mentality.
8. 30% of the respondents are strongly agreed about statement 40% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 20% of the respondents disagreed and 10% respondents are
strongly disagreed with this statement that Home environment play a key
role in child learning at elementary level.
76
9. 20% of the respondents are strongly agreed about statement 25% of the
respondents are agreed and 20% of the respondents are unable to decide
about the statement. 15% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement that Extra interest in the co-
curricular activities makes the students duffer in studies.
10. 35% of the respondents are strongly agreed about statement 45% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 10% of the respondents disagreed and 10% respondents are
strongly disagreed with this statement that you ignored the use of A.V.Aids
and creative activities due to limited time and larger classes.
11. 20% of the respondents are strongly agreed about statement 35% of the
respondents are agreed and 15% of the respondents are unable to decide
about the statement. 10% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement that do you think creative activities
and use of A.V.Aids create motivation in students?
12. 20% of the respondents are strongly agreed about statement 25% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 25% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement that our elementary curriculum
developed on activity based learning.
13. 40% of the respondents are strongly agreed about statement 50% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 10% of the respondents disagreed and 0% respondents are
strongly disagreed with this statement that you are capable to arrange
creative activities in class.
14. 15% of the respondents are strongly agreed about statement 20% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 30% of the respondents disagreed and 35% respondents are
strongly disagreed with this statement that you are satisfied with the
available facilities in your schools.
15. 15% of the respondents are strongly agreed about statement 35% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 20% of the respondents disagreed and 20% respondents
are strongly disagreed with this statement that you agree that creative
77
activities help in character building for the students.
16. 30% of the respondents are strongly agreed about statement 40% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 0% of the respondents disagreed and 30% respondents are
strongly disagreed with this statement that you think emotional creativity is a
measure of how children respond to their environment.
Students Findings
17. 28% of the respondents are strongly agreed about statement 32% of the
respondents are agreed and 6% of the respondents are unable to decide about
the statement. 18% of the respondents disagreed and 16% respondents are
strongly disagreed with this statement that you learn better through creative
activities in classroom.
18. 26% of the respondents are strongly agreed about statement 32% of the
respondents are agreed and 12% of the respondents are unable to decide
about the statement. 14% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement that you participate in different
classroom activities for learning process.
19. 20% of the respondents are strongly agreed about statement 22% of the
respondents are agreed and 14% of the respondents are unable to decide
about the statement. 18% of the respondents disagreed and 26% respondents
are strongly disagreed with this statement that your teachers arrange creative
activities in classroom.
20. 20% of the respondents are strongly agreed about statement 18% of the
respondents are agreed and 16% of the respondents are unable to decide
about the statement. 20% of the respondents disagreed and 26% respondents
are strongly disagreed with this statement that your teachers use A.V.Aids
during teaching.
21. 40% of the respondents are strongly agreed about statement 26% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 10% of the respondents disagreed and 14% respondents
are strongly disagreed with this statement that learning process becomes
innovate due to use of A.V.Aids in classroom.
22. 12% of the respondents are strongly agreed about statement 16% of the
78
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 28% of the respondents disagreed and 34% respondents
are strongly disagreed with this statement that A.V.Aids is available in your
school.
23. 28% of the respondents are strongly agreed about statement 34% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 12% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement that A.V.Aids and activities create
interest in your learning.
24. 26% of the respondents are strongly agreed about statement 30% of the
respondents are agreed and 6% of the respondents are unable to decide about
the statement. 20% of the respondents disagreed and 18% respondents are
strongly disagreed with this statement that your confidence is developing due
to participation in creative activities for learning process.
25. 26% of the respondents are strongly agreed about statement 30% of the
respondents are agreed and 6% of the respondents are unable to decide about
the statement. 14% of the respondents disagreed and 24% respondents are
strongly disagreed with this statement that Use of A.V.Aids and creative
activities are helpful to finish boredom in classroom.
26. 26% of the respondents are strongly agreed about statement 34% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 18% of the respondents disagreed and 12% respondents
are strongly disagreed with this statement that Classroom environment
becomes undisciplined due to poor planning in activities.
27. 20% of the respondents are strongly agreed about statement 28% of the
respondents are agreed and 12% of the respondents are unable to decide
about the statement. 24% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement that Teachers use different tricks of
interest during teaching.
28. 24% of the respondents are strongly agreed about statement 30% of the
respondents are agreed and 12% of the respondents are unable to decide
about the statement. 18% of the respondents disagreed and 16% respondents
are strongly disagreed with this statement that your family members help you
in learning.
79
29. 34% of the respondents are strongly agreed about statement 46% of the
respondents are agreed and 0% of the respondents are unable to decide about
the statement. 8% of the respondents disagreed and 12% respondents are
strongly disagreed with this statement that your teachers appreciate you in
your good performance.
30. 32% of the respondents are strongly agreed about statement 38% of the
respondents are agreed and 8% of the respondents are unable to decide about
the statement. 10% of the respondents disagreed and 12% respondents are
strongly disagreed with this statement that Traditional teaching style is
change due to use of A.V.Aids in classroom.
31. 26% of the respondents are strongly agreed about statement 30% of the
respondents are agreed and 10% of the respondents are unable to decide
about the statement. 12% of the respondents disagreed and 22% respondents
are strongly disagreed with this statement that Creative activities create unity
among students.
32. 24% of the respondents are strongly agreed about statement 28% of the
respondents are agreed and 6% of the respondents are unable to decide about
the statement. 24% of the respondents disagreed and 18% respondents are
strongly disagreed with this statement that Uses of A.V.Aids increase the
expanses of education.
5.3 Conclusions
Following were the conclusions of the study on the bases of findings.
1. Many basic ideas such as unity, character building, and motivational
techniques can be learnt from creative activities.
2. Creative activities teach to practice, tolerance, honesty, dignity and other
moral values.
3. Learning can be derived from creative activities.
4. According to both teacher and students, creative activities are useful in
creating peaceful environment of learning.
5. Creative activities help to face difficulties.
6. Creative activities provide us a lot of recreation and fun.
7. Most of the students learn unity through creative activities.
8. Creative activities are directly related to training of character and personality.
80
9. Creative activities increase the confidence among students.
10. Majority of the students (70%) say that traditional teaching style is change
due to use of A.V.Aids in classroom.
11. Majority of the students (56%) say that use of A.V.Aids and creative
activities are helpful to finish boredom in classroom.
12. Minority of the students (28%) say that A.V.Aids is available in your school.
13. Majority of teachers (80%) say that hidden abilities of the students are
polished through creative activities.
14. Majority of teachers (90%) say that lesson planning is very important in
teaching at elementary level.
15. Majority of teachers (80%) say they ignored the use of A.V.Aids and creative
activities due to limited time and larger classes.
16. Minority of teachers (35%) say that they are satisfied with the available
facilities in your schools.
5.4 Recommendations
The following are the recommendations of the research:
1. Creative activities involve physical involvement of the students. Teachers
should organize different creative activities.
2. Govt. should provide A.V.Aids at elementary level for the improvement of
learning process.
3. Teacher should use A.V.Aids in classroom for the creation of innovate
environment in classroom.
4. Teachers should use different techniques such as use of flash cards.
5. Teachers training programme should be arranged in such a way that involved
different techniques that are derived from creative activities.
6. Student’s interest must be kept in minds about creative activities.
7. Creative activities should be given proper weight in the school curricula.
8. Govt. should provide extra funds for the purchasing of good A.V.Aids at
elementary level.
9. Govt. should provide training to teachers how to use A.V.Aids and tools of
teaching in class.
10. Govt. arranges workshops to improve the teaching methods of the teachers.
11. Curriculum at elementary level should be on activity based.
81
BIBLIOGRAPHY
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APPENDICES
Appendix − A
QUESTIONNAIRE
Respected Teachers,
I am the students of M.Ed in university of Education Lahore under GCET,
Muzaffargarh. In these days, I am doing research on the topic “Role of Creative
Activities and Audio Visual Aids using in Learning Process at Elementary Level.” I
am in need of co-operation from you for this. You have to fill the questionnaire, so
that I come to know your view about it. All the information will be considered secret
and this information will be used in the research and not for any other purpose.
Thanks
Umar Daraz
Roll No. 65
Class. M.Ed
GCET, Muzaffargarh.
Name Experience
Qualification Grade
School
S.A = Strongly Agree
A = Agree
D.A = Disagreed
U.D = Undecided
S.D.A = Strongly Disagree
Sr. No. Statements SA A U.D D.A S.D.A
Hidden abilities of the students are polished through
1
creative activities.
Audio visual aids give the real touch to learning process at
2
elementary level.
Proper time should be given to creative activities along
3
with studies.
Lesson planning is very important in teaching at
4
elementary level.
5 Use of audio visual aids at elementary level is time
84
Sr. No. Statements SA A U.D D.A S.D.A
consuming.
You feel that students are unable to participate in creative
6
activities at elementary level.
You can easily use A.V.Aids according to the subject and
7
learners mentality.
Home environment play a key role in child learning at
8
elementary level.
Extra interest in the co-curricular activities makes the
9
students duffer in studies.
You ignored the use of A.V.Aids and creative activities
10
due to limited time and larger classes.
Do you think creative activities and use of A.V.Aids create
11
motivation in students?
Our elementary curriculum developed on activity based
12
learning.
13 You are capable to arrange creative activities in class.
You are satisfied with the available facilities in your
14
schools.
You agree that creative activities help in character
15
building for the students.
You think emotional creativity is a measure of how
16
children respond to their environment.
85
Appendix − B
QUESTIONNAIRE
Dear Students,
I am the students of M.Ed in university of Education Lahore under GCET,
Muzaffargarh. In these days, I am doing research on the topic “Role of Creative
Activities and Audio Visual Aids using in Learning Process at Elementary Level.” I
am in need of co-operation from you for this. You have to fill the questionnaire, so
that I come to know your view about it. All the information will be considered secret
and this information will be used in the research and not for any other purpose.
Thanks
Umar Daraz
Roll No. 65
Class. M.Ed
GCET, Muzaffargarh.
Name Class
Age
Name of School
86
Sr. No. Statements SA A U.D D.A S.D.A
Your confidence is developing due to participation in
8
creative activities for learning process.
Use of A.V.Aids and creative activities are helpful to
9
finish boredom in classroom.
Classroom environment becomes undisciplined due to
10
poor planning in activities.
11 Teachers use different tricks of interest during teaching.
12 Your family members help you in learning.
13 Your teachers appreciate you in your good performance.
Traditional teaching style is change due to use of A.V.Aids
14
in classroom.
15 Creative activities create unity among students.
16 Uses of A.V.Aids increase the expanses of education.
Appendix − C
LIST OF GOVT, ELEMENTARY SCHOOLS
87
3. Govt. Boys Elementary School Chohar Pur, Muzaffargarh.
4. Govt. Boys Elementary School Aziz Khokar Wala, Muzaffargarh.
5. Govt. Boys Elementary School Mondka, Muzaffargarh.
6. Govt. Girls Elementary School Basti Qazi, Muzaffargarh.
7. Govt. Girls Elementary School Saadat Abad, Muzaffargarh.
8. Govt. Girls Elementary School Basti Dittan Wali, Muzaffargarh.
9. Govt. Girls Elementary School Mondka, Muzaffargarh.
10. Govt. Girls Elementary School Basti Kharik, Muzaffargarh.
88