Donna Pinheiro
Abstract: Audio-visual
materials are very important and useful in education because, the normal
learner gains understanding in terms of multiple impression recorded through
the eye, ear, touch and other series. The findings of this study reveal that
integrating audio-visual in Mathematics Classes has a positive impact on the
teaching-learning process. Students find these resources useful in
understanding difficult concepts. In today’s technology driven society, greater
demands have been placed on individuals to interpret and use mathematics to
make sense of information and complex situations. Hence there is a great role
to teach Mathematics involving today’s technology to enhance greater
comprehension, participation and interest in the field. To make audio-visual
sessions effective, teachers need to experiment and test the resources prior to
classroom instructions. Using technology in class rooms help the teachers to to empower themselves.
It would give teachers the opportunity to learn current innovations in teaching
and could make the content more colourful and purposeful. Moreover, technology can represent Mathematics in ways that help
students understand concepts. Hence the study of mathematics using modern
teaching aids would equip students with knowledge, and habits of mind that are
essential for successful and rewarding participation in a technology driven society.
INTRODUCTION
INTRODUCTION
Education is the basic part of everyone’s life and it is
required for holistic development of individual. Education imparts knowledge,
skills and shapes values and attitudes. It is indeed vital for the progress of
a society. Mathematics is important in everyday life, science and technology,
medicine, economy in public decision-making etc. It is a subject which is crucial
not only for success in school, but in being an informed citizen, being
productive in one’s chosen carrier, and in personal fulfillment.
The term ‘audio-visual materials’ is commonly used to
refer to those instructional materials that may be used to convey meaning
without complete dependence upon verbal symbols or language. Webster’s Encyclopedia
defines Audio-Visual Aids as “training or educational materials directed at
both the senses of hearing and the sense of sight, films, recordings,
photographs, etc. used in classroom instructions, library collections or the
likes”. They are very important and useful in education because, the normal
learner gains understanding in terms of multiple impression recorded through
the eye, ear, touch and other series. Hence the study of mathematics using
modern teaching aids would equip students with knowledge, and habits of mind
that are essential for successful and rewarding participation in a technology
driven society.
This project aims at analyzing the importance of using
Audio Visual aids in teaching Mathematics. In today’s technology driven
society, greater demands have been placed on individuals to interpret and use
mathematics to make sense of information and complex situations. Hence there is
a great role to teach Mathematics involving today’s technology to enhance
greater comprehension, participation and interest in the field.
BACKGROUND AND CONTEXT OF
THE STUDY
For most of the people, Mathematics is a boring and very
difficult subject to understand and they have a phobia of Mathematics. In most
of the school, teacher teaching style is only lecture method and students are
bored to learn Mathematics. Low intelligence, poor numerical abilities, poor
comprehension and recall ability, no interest in mathematics and poor study
habits were the auses of large failure in mathematics[1].
Researchers have identified the causes for the problem of underachievement in
learning Mathematics. Some of them are
·
Gap in knowledge of concepts
·
Difficulties in understanding
of mathematical knowledge
·
Lack of openness and
flexibility in teaching
·
Difficulty in mathematization
of verbal problems and interpretation of mathematical results
·
Abstract nature of Mathematics
and anxiety on the part of students
They suggest greater motivation of the students for
learning mathematics, removal of anxiety and fear and clearer presentation of
the subject to the children as the remedial measures[2]. If different
teaching strategies are used, then students will take great interest in learning
the subject.
ABOUT THE IMPORTANCE OF AUDIO VISUAL AIDS IN LEARNING
Mathematics relies on both logic and creativity. It is a
world of symbols and their interrelation. It is systematized, organized and
exact branch of science. It has its own language and characteristics. It is
numerical and calculation part of man’s life and knowledge. It is a science of
logical reasoning and numerical problems. It deals with quantitative facts and
relationship as well as problems involving space and form. And hence it is regarded as the queen of all
Sciences.
For long, the role of Mathematics was limited to purely
academic domain. Now, the role of Mathematics is not restricted to purely
academic domain. It has entered the domain of Technology and Industry. New
fields in Mathematics such as Operation Research, Control theory, Signal
Processing and cryptography have been generated which need technology.
Technology can reduce the effort devoted to tedious computations and increase
students ‘focus on more important mathematics.
Piaget discovered that children first develop ideas
concretely and later progress to abstractions (Piaget, 1970). In designing
learning environments, it is often helpful to apply this principle in reverse:
to help students learn an abstract idea, provide them with more tangible
visualizations[3].
Researchers have found that when technology makes abstract ideas tangible,
teachers can more easily
·
Build upon students’ prior
knowledge and skills.
·
Emphasize the connections among
mathematical concepts.
·
Connect abstractions to
real-world settings
Also, the use of audio visual aids would make learning
interesting and it will be helpful for the students to comprehend and also to remember
the content for a longtime since all the four senses are involved in teaching
learning process. More than that educational aids would foster self-learning and
allows a child to study according to his/her aptitude and skill[4].
OBJECTIVES OF THE STUDY:
1.
To know the advantages of using audio visual
aids in teaching Mathematics
2.
To analyze how students are
benefited from its use while learning Mathematics
METHODOLOGY:
Both quantitative as well as qualitative
approach was used in this study. Samples were collected from Mathematics
teachers of both high school and higher secondary schools
Technique
Used: Survey Method
Tool
Used: Questionnaire on ‘Importance of Audio Visual
Aids in teaching Mathematics’
Statistical
Techniques: Percentage Analysis
and Qualitative data analysis was made.
Data
Collection procedure: Surveys
were conducted among the high school and higher secondary school teachers.
Surveys were taken were taken conducted on 7th and 8th
October and thus ten samples were collected.
ANALYSIS AND INTERPRETATION
Quantitative
as well as qualitative analysis were done on the samples collected. Questions
1,2,3, 4, 5, 7 were analyzed quantitatively, while 6,8 & 9 were analyzed
qualitatively. The interpretations are given below:
1.
Do
you find the audio-visual aids useful?
ANSWER
|
NUMBER OF
SAMPLES
|
PERCENTAGE (%)
|
YES
|
10
|
100
|
NO
|
0
|
0
|
(Table .1)
All the samples totally agreed that the audio-visual
aids are useful in teaching Mathematics. This indeed points out how much importance
audio visual aids have in the field of teaching learning process.
2.
Do you use audio-visual aids for teaching Mathematics?
ANSWER
|
NUMBER
OF SAMPLES
|
PERCENTAGE
(%)
|
YES
|
9
|
90
|
NO
|
1
|
10
|
(Table. 2)
90% of the teachers who answered the questionnaire were
found to use the teaching aids especially audio-visual aids in class rooms.
Because using modalities are most comfortable for the learner. Most of the
learners are either visual or kinesthetic, thus a brain-friendly environment
will lean heavily on teaching methods that include visuals, models, or hands-on
activities. Thus, the audio-visual aids can make worthwhile contributions to
the learning environment.
3.
How often you use audio visual aids while teaching Mathematics (in a
week)?
ANSWER
|
ONCE
|
MORE THAN TWICE
|
EVERY DAY
|
NEVER
|
NUMBER OF SAMPLES
|
5
|
1
|
3
|
1
|
PERCENTAGE (%)
|
50
|
10
|
30
|
10
|
(Table.3)
The percentage shows that 50% of the teachers use audio
visual aids once in a week, 30% everyday, 10% more than twice a week. This shows that the teaching learning process
is becoming different from that of past years. The teaching requires lot of
skills to convey and make the students understand the concepts well especially
that of Mathematics. Hence teachers have started using the technology and the
frequency of its use is slowly augmenting. On the other side a small percentage
have chosen to remain same with the traditional teaching methods.
4.
What type of audio-visual materials you use?
ANSWER
|
BLACK BOARD
|
CHART
|
FILM STRIPS
|
VIDEO LESSONS
|
APPS
|
INTERACTIVE SITES
|
OTHERS
|
PERCENTAGE (%)
|
33
|
29
|
0
|
21
|
8
|
8
|
1
|
(Table.4)
An overall idea of different kinds of Audio visual aids
used in teaching Mathematics were obtained. Results indicate that apart from
using black board and charts, teachers have started making use of the recent
technologies like interactive sites, apps, video lessons etc. for teaching
Mathematics. Tools like GeoGebra, Ubuntu etc. were also mentioned in the
‘others’ category. This also clearly points out, how these modern instructional
technologies have started to revolutionize the classrooms. It also shows how
the teachers have started to adapt as well as utilize the world of information
for imparting knowledge in a less stressful method. Introduction of these type
of teaching aids would provide a number of' opportunities to exchange ideas in
teaching learning process.
5.
Are
the children more attentive in Audio Visual Aided Mathematics classes?
ANSWER
|
NUMBER
OF SAMPLES
|
PERCENTAGE
(%)
|
YES
|
10
|
100
|
NO
|
0
|
0
|
(Table. 5)
The
data shows that the students are 100% attentive in classes aided with audio
visual aids. Studies say that about 98% of all incoming information to the
brain comes through the senses and most of the learners in the classroom prefer
to learn by visual and tactile means. Since the audio-visual aids cater to the
majority of sense organs, the students prefer to be active participants in
class rooms. Hence these aids can grab the full attention of the students and
indeed make the learning process easier.
6.
According
to you what are the advantages of using Audio Visual aids in teaching
Mathematics?
52%
responded that audio visual aids encourage participation in students while 46%
responded that it stimulates more interest in students to learn. A small
percentage responded that the audio-visual aids would help in individualized
instruction. Some even suggested that the use of audio visual aids would make
the process of learning easier. Traditional forms of education require a great
deal of intrinsic motivation to be effective. While the interactive abstract
learning that includes the use of various media, utilizes the categorical
memory of the brain and requires little intrinsic motivation. Also using these
aids encourage higher-level thinking in students even if the teacher fails to
do so. Using media is the key to moving students to higher-level thinking[5].
Today’s
students are already familiar with using the Internet and many of the software
programs required to reach such higher-level thinking skills as creativity,
problem solving, comparison and contrast, and evaluation.
7.
Do students benefit from the use of audio visual aids in Mathematics
classes?
8.
If yes, what benefits do students derive from the use of
audio-visual materials?
(Questions 7 & 8 need to be analyzed
together)
ANSWER
|
NUMBER
OF SAMPLES
|
PERCENTAGE
(%)
|
YES
|
10
|
100
|
NO
|
0
|
0
|
(Table.6)
The
data clearly shows that the students do benefit from audio visual aids. When
the learning becomes more interesting and easy to comprehend its directly
linked to the student’s perception of the relevance of learning. If the task is judged important, if the
probability of success is high, and a positive affect is generated or
associated with the task, the individual will be motivated to engage in the new
task. Hence teachers can and do provide real-world applications to the learning
in other ways, the use of media is a great tool to lead students to real-world
examples. The data realizes this fact and support it by saying that the
students start to apply Mathematical results in other fields.
9.
What are the hindrances to the use of audio-visual aids while teaching
Mathematics?
The
main obstacles that were mentioned by the teachers were lack of Lack of time in
school, Lack of adequate technical support, Not enough teacher training
opportunities, Limited access to computer hardware & software and also the
lack of development of personal skills of the students. A teacher responded by
saying, “Though we have smart class rooms and smart students we lack smart
teachers”. The teaching methods and materials remain the same traditional way
while the information outburst happens in the students’ world. The lack of
orientation and preparation from the teachers’ side were drawn out as one of
the main hindrance to the use of audio-visual aids while teaching Mathematics[6].
MAJOR FINDINGS
·
There is a drastic effect when
the teaching is moved from the traditional paper-based mathematical notations
to on-screen notations (including algebraic symbols, but also graphs, tables,
and geometric Graphs).
·
Learning materials that are
enhanced with various media such as sound, narration, video, animation, graphic
etc. provide learners choices to enhance their different intelligence or
learning styles.
·
Using audio visual aids in
teaching make the concepts well understood for the students and the Mathematical
concepts thus learned are applied and correlated in other fields of knowledge.
·
The teachers find it much
easier to engage students in learning and to cater to the various needs of
different students
·
Many barriers for the use of technology
in Education were also found out.
-
Not enough or limited access to
computer hardware & computer software
-
Lack of time in school schedule
for the use of audio visual aids.
-
Lack of adequate technical
support
-
Not enough teacher training
opportunities
-
Lack of knowledge about ways to
integrate audio visual aids to enhance curriculum
-
Use of Audio visual aids is not
a school priority
IMPLICATION OF THE STUDY
The findings of the present study reveal that integrating
audio-visual in Mathematics Classes has a positive impact on the
teaching-learning process. Students find these resources useful in
understanding difficult concepts. They feel that use of these aids can increase
retention. University Classrooms with latest technological aids and smart
boards should be a source of inspiration for teachers and learners. The
teachers’ best strategy to prepare for teaching is to use learner-centered
teaching principles, translate these principles into practices, and think
creatively while using technology instruction methods[7].
Utilizing these technological aids with innovative
teaching practices can make the teaching-learning process more effective and
interesting. To make audio-visual sessions effective, teachers need to
experiment and test the resources prior to classroom instructions. Poor
planning and failure on the part of a teacher to be self-literate about audio
resources given in course book often end up in frustration. Hence, a good
understanding of audio-visual resources can make the classroom interactive. These
resources are more appropriately used when new topics are being introduced in
the classroom.
During initial stages of integrating classroom sessions
with technological aids, teachers may experience difficulties and failures.
When teachers fail to make effective use of these resources, students tend to
find audio-visual aids irrelevant. Practicing should be given training in the
effective use of audio-visual aids and resources. Individual teacher’s
self-awareness and expertise in the use of teaching-aids has a direct impact on
the classroom environment. In order to effectively use technology in their
classroom, teachers need to hold a positive attitude. Students gain from a
resourceful, interesting and learner-centered classroom. The words of the
famous educationist John Dewey should be well remembered that “If we teach
today as we taught yesterday, we rob the children of tomorrow”.
CONCLUSION
Audio visual supported education can promote the acquisition of the
knowledge and the skills of the times such as Creativity, critical thinking and
problem solving. Learners are able to exchange ideas more personally and
directly. The new ways of teaching and learning are underpinned by
constructivist theories of learning and constitute a shift from a teacher-centered
pedagogy to one that is learner centered.
Use of
these educational tools help the students to learn with all their senses. Since
75% of learning is learned by sight and vision, this resulted in more teachers
to use audio visual aids in class rooms. Using technology in class rooms help the
teachers to to
empower themselves. It would give teachers the opportunity to learn current
innovations in teaching and could make the content more colourful and
purposeful[8].
Moreover, technology
can represent Mathematics in ways that help students understand concepts. In
combination, these features can enable teachers to integrate project based
learning. Calculators and other technological tools, such as computer algebra
systems, interactive geometry software, applets, spreadsheets, and interactive
presentation devices, are vital components of high-quality mathematics
education. With guidance from effective mathematics teachers, students at
different levels can use these tools to construct knowledge and develop their
learning skills.
1.
NASAB MOHSEN ZOLGHADR- ESMAEILI
REZA,
SAREM
HAMZEH
NAZARI
(2015), The Use of Teaching Aids and Their Positive Impact on Student
Learning, International Academic
Journal of Social Sciences, Vol. 2, No. 11, pp. 22-27
2.
NAYAK PRATIMA, Role of
technology in Teaching Learning Mathematics RESEARCH REPORT OF NCERT 2009 -
3. ICT IN EDUCATION IN
INDIA 2012-13 - http://www.icbse.com/ict-education
4.
BRANFORD B (1908), A Study of Mathematical Education Including
the Teaching of Arithmetic, Oxford: Clarendon Press.
5. AHMED, A. G (1995), ‘Mathematics – A tale of three worlds? Teaching
Mathematics and Its Applications 14(4), 141–148.
6. OLDKNOW, A. - TAYLOR, R ( 2000), Teaching
Mathematics with ICT, Continuum, London.
7. ASHAVER DOOSUUR - MWUESE IGYUVE SANDRA, The Use of Audio-Visual Materials in the Teaching and Learning
Processes, IOSR Journal of Research & Method in Education, Volume 1,
Issue 6 (May. –Jun. 2013), pp. 44-55.
8. SCHROEDER JOSEPH MARVIN, A
Study of Teacher Constructed Audio-Visual Aids, Central Washington
University Scholar Works (1990).
9.
PIMM DAVID, Digital Keywords: a
Vocabulary of Technology and Education, Digital
Experiences in Mathematics Education (9 July 2015), Springer International.
[2] Cfr. NALLIVEETTIL MATHEW GEORGE - ALIDMAT HAMMOUD ALI ODEH, A Study on the Usefulness of Audio-Visual
Aids Classroom: Implications for Effective Instruction, International Journal of Higher Education, Vol. 2, No. 2
(2013), pp. 88.
[3] Cfr. NAYAK PRATIMA, Role
of technology in Teaching – Learning Mathematics, Research report of NCERT (2009).
[5] PIMM DAVID, Digital Keywords: a Vocabulary
of Technology and Education, Digital
Experiences in Mathematics Education (9 July 2015), Springer, p. 105.
[6] ZOLGHADR NASAB MOHSEN - ESMAEILI REZA - NAZARI
SAREM
HAMZEH, The Use of Teaching Aids and
Their Positive Impact on Student Learning, International Academic Journal of Science, Vol. 2, No.
11, 2015, pp. 22-27.
[7] Cfr. SCHROEDER JOSEPH MARVIN, A Study of Teacher Constructed
Audio-Visual Aids, Central Washington University Scholar
Works (1990), p.39
[8] Cfr. ASHAVER DOOSUUR - MWUESE IGYUVE SANDRA, The Use of
Audio-Visual Materials in the Teaching and Learning Processes, IOSR Journal
of Research & Method in Education, Volume 1, Issue 6 (May. –Jun. 2013), p.
49.
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