ABSTRACT

The present research is conducted in Government Girls High School Okara to find out

how visual information with the non -visual information makes the process of reading

comprehension more productive and rewarding.

This research is based on experimental design. Data is collected by teaching an English

language class. It is suggested that visual activity should be admitted as an effective

source of learning and language teachers must promote them.

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Table of Contents

1. Abstract……………………………………………………………………………………………………………..………….1

2. Contents ……………………………………………………………………………………………………………………….2

3. Introduction………………………………………………………………………………………………………………….3

4. Literature Review…………………………………………………………………………………………………………..3

5. Objective…………………………………………………………………………………………………….………………….6

6. Hypothesis………………………………………………………………………………………………………………….….6

7. Research Methodology…………………………………………………………………………………….…………….7

8. Data Collection and Analysis……………….………………………………………………………………………….9

9. Conclusion………………………………………………………….………………………………………………………..13

10. Recommendations………………………………………………….……………………………………………………14

11. References…………………………………………………………………….…………………………………………....15

12. Appendix-A…………………………………………………..………………………………………………………..…….16

13. Appendix-B…………………………………………………..………………………………………………………..…….17

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 Chapter No 1

1. INTRODUCTION

This project is about teaching visual information with the non-visual information. The

objective of this research is to find out how visual information with the non -visual

information make the process of reading comprehension more productive and rewarding.

Visual learning is a style in which a learner utilizes graphs, charts, maps and diagrams.

The visual learning is a teaching and style in which idea concept and data and other

information’s are associated with images and techniques. This learning style requires that

learners first see what they are expected to know. People with a visual learning style are

often referred to as visual-spatial learners.

2. LITERATURE REVIEW

Learning is a complex process. It can be defined as a change in disposition; a relatively

permanent change in behavior over time and this is brought about partly by knowledge.

Learning can happen as an outcome of afresh attained skills, principles, perception,

knowledge, facts, and new information at hand (Adeyanju, 1997). Learning can be

reinforced with different teaching/learning resources because they stimulate, motivate as

well as focus learners’ attention for a while during the instructional process. Visual aids

arouse the interest of learners and help the teachers to explain the concepts easily. Visual

aids are those instructional aids which are used in the classroom to encourage teaching

learning process.

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The presence of visual elements in today’s teaching and learning is increasing as the

integration of images and visual presentations with text in textbooks, instructional

manuals, classroom presentations, and computer interfaces broadens (Benson, 1997;

Branton, 1999; Dwyer as cited in Kleinman & Dwyer, 1999). Although the educational

community is embracing visual enhancements in instruction, the connection of visual and

verbal information is evident throughout history. According to the poet Simonides,

“Words are the images of things” (as cited in Benson, p. 141); similarly, Aristotle stated

that, “without image, thinking is impossible” (as cited in Benson, p. 141). Characters in

alphabets began as pictures with meaning (West, 1997).

These symbols portray a man-made language with no distinction between words and

pictures, just as musical notes convey the language of music. Only after the printing press

was invented were illustrations and type separated, with illustrations often falling by the

wayside. Recent history shows a reversal in this separation with greater reliance on

visually oriented approaches Electronic Journal for the Integration of Technology in

Education, vol. 1, no. 1 - 11 - to information presentation. The results are leading to a

visualization movement in modern computing whereby complex computations are

presented graphically, allowing for deeper insights as well as heightened abilities to

communicate data and concepts. Visualization helps make sense of data that may have

seemed previously unintelligible. Leonardo da Vinci, in recognizing the impossibility of

recording volumes of data, translated words into drawings from different aspects. As

history repeats itself, we may find that a great deal of information is better presented

visually rather than verbally.

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Chapter No 2

Lesson plan

OBJECTIVES

The major objectives of this study are:

 To explore how the learners are active in class room after the use of visual aids with

non-visual.

 To investigate that visual aids with non-visual help in making students good observer.

 To investigate the teachers’ views about the use of visual aids in schools.

HYPOTHESIS

 Every individual has the tendency to forget. Proper use of visual

aids helps to retain more concept permanently.

 Visual aids helps to increase the vocabulary of the students.

RESEARCH METHODOLOGY

In order to conduct the present research the researcher will adopt the following

methodology.

Sample

Thirty students of English Language class of Matric level of Govt. Girls high School

Okara are selected as sample.

Research Design

This research is based on experimental design.

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Instruments:

 Lesson Plan

 Observation

 Questionnaires
 Test sheet

Research Procedure:

First of all, the permission was taken from higher authorities of the school to permit their

staff to allow students to participate in the study. A total thirty students were approached

and briefed about the purpose of study. The participants were happy to participate in the

visual information class. The process required different steps e.g. selection of class, and

topic for visual learning. Lesson plan was prepared and taught to sample group.

During the lecture pictures related to the story showed to students and class was

observed. All the participants or group members were interested to participate in

study. Teaching method was simple so it can easily be understood. In the end, the

participants were thanked for their cooperation in the study. “Student Information Sheet

# 1” is distributed to the class. Each group is responsible for reading silently. After it

the researcher started to teach the students with visual information technique and asked

them have they look up the meanings of all difficult words in their own English

dictionaries. Stimulate discussion by showing some pictures, preview each picture and

ask questions (orally) relevant to the topic and the events in the story”

1 What is the story about?

2 What is the moral lesson of this story?

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3 How many characters are in this story?

4 How many times fairy dived into the water for bringing axe?

Teacher summarizes all responses. Students discussed about the story's events and share

their ideas independently. The researcher walked around the room and observes the

student's participation. Each student completed and returned worksheets back to check

and verify. Teacher corrects them. After it the researcher got feedback from the students

and five English teachers. The result was interpreted and discussed in detail. Suggestion

and recommendations for the future studies was directed.

DATA COLLECTION AND DATA ANALYSIS

Data is collected through experimental study. The visual information teaching-

learning process took place in English Language class of Matric level. After analysis

the researcher found the following facts.

TEST SHEET

In visual information activity85% students’ responses were right. Their

Performance were excellent and satisfactory. But performance of students in some

responses were not good. Their 15 responses were wrong.

RESULT

No of right Wrong

Question Answer Answer

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 1 10 0

2 8 2

3 8 2

4 6 4

5 10 0

6 9 1

7 8 2

8 7 3

9 9 1

10 10 0

Total 85 15

Total number of responses/100X 100

=( ) / 100x 100

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 = --------------- %

Right Responses = 85/100x100= 8.5

Wrong Responses = 15/100x100= 1.5

However students were happy and excited because it was something new for them. They

learned how they can clear their concepts through visual information with non-visual

information. It was their first activity so they were a little bit confuse and much excited.

So they could not divide the new words effectively and properly in syllable.

TEACHERS FEEDBACK

Visual information with the non-visual information helps the teacher to teach in

better way. According to teachers’ feedback visual information make the lesson more

easy and clear and students learn new vocabulary easily. In teachers feedback 90 %

responses of the teachers were in Yes and 10% responses were in No. it shows that they

have positive point of view about the visual information technique.

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 10%

90%

STUDENTS FEEDBACK

According to student feedback visual aids helped them to learn new vocabulary in

better way as compare to ordinary reading activity. This was helpful for learning

vocabulary, meaning of the words and clear their concepts. 80% responses of the

students were in yes and 20% responses were in No that shows their positive feedback

for the visual learning information.

20%

1st Qtr
2nd Qtr
80%

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OBSERVATION SHEET

Performance of visual with non-visual information class

Confidence Level They were more confident.

Methodology Focus on the lecture with curiosity.

Environment Students Looked fresh and class

environment were friendly.

Performance Performance was good.

Motivation Their motivation level was high to

learn

Chapter No 3

Findindgs:

 Overall results show that it becomes easy for the learners to learn new words

and clear their concepts with the help of visual information techniques.

 Students develop and increase personal understanding of the areas of learning

when they experience a successful and pleasant learning in the classroom.

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 Chapter No 4

CONCLUSION

From this research following conclusions have been drawn.

 The research concluded that using visuals aids as a teaching method stimulates

thinking and improves learning environment in a classroom.

 Effective use of visual aids substitutes monotonous learning environments. .

 Students find visual aids sessions useful and relevant when it has some direct

relation to the course content.

 The present research gave insights on students’ perception and opinions on the use

of visual aids and resources. However, it is also imperative to redirect teachers’

opinions, perceptions, experiences, failures and success while using visual aids

resources.

 At the end it may be said that students give a warm welcome to any new activity of

learning in the class that would appear different from traditional classroom work.

Chapter No 5

RECOMMENDATIONS

According to the findings following recommendations are made in this research:

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1- Teachers may be gave importance to the students opinion regarding the visual aids

understanding.

2- The school, college and university administration authority must share the opinions of

the students regarding the usage of visual aids that will be helpful in enhancing the

learning system.

3- Refresher courses, workshops and conferences may be arranged for the teachers for

improving their skills of using visual aids to the needs of students.

4- There is need for the Ministry of Education to mount periodic training sessions for

teachers who are already in the field to be retrained on recent discovery regarding the use

of teaching/learning resources in teaching lessons in high schools.

5- The Ministry of Education should appeal to non-governmental organizations, the

private sectors, individuals and industries to assist in supplementing and substituting

obsolete educational materials and teaching /learning aids like audio and visual materials

and software packages.

6- There is need for teachers in the field to have a forum for meeting periodically to

assess the effectiveness of their teaching using the methods of instructional and

educational technology as applicable to the organization of the content of the school

syllabuses.

7 Teachers should arrange information visual activity twice or once in a week to

improve English vocabulary.

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8.Activity should be admitted as an effective source of learning and language teachers

must promote them.

Chapter No 6
REFERENCES:

 Benson, P. J. (1997). Problems in picturing text: A study of visual/verbal

problem solving.

 Technical Communication Quarterly, 6(2), 141-160. Retrieved December 26,

2001, from EBSCO host database (Professional Development Collection).

 Branton, B. (1999). Visual literacy literature review. Retrieved December 26,

2001, fromhttp://vicu.utoronto.ca/staff/branton/litreview.html.

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Appendix-

Student Information Sheet 1

.
An honest wood cutter and the beautiful fairy

Once there lived a poor woodcutter. He used to cut trees in the woods. One day while he
was cutting wood on the bank of a river. His axe fell down into the river. The river was
deep. He could not take his axe out. He sat on the bank and began to weep. Then a
beautiful fairy appeared before the woodcutter. In a sweet voice she asked the reason of
his weeping. The woodcutter told the whole story sorrowfully. Then Fairy dived into the
water and brought an axe made of gold. She asked him if it was his axe. The wood
cutter saw the axe and replied negatively that was not his axe. So, Fairy again dived and
brought a silver axe. The woodcutter did not take it either. Then she brought an iron axe
that was the lost axe. The woodcutter then said happily that it was his axe. Then the fairy
became very pleased at him and she rewarded the woodcutter with the other two axes.
Then the woodcutter became rich and began to live happy.

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Appendix-B Teachers and students feedback sheets are attached.

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