Chapter I Introduction Theoretical Framework Conceptual Framework Statement of the Problem Scope and Delimitation Hypothesis Chapter II Review of Related Literature Synthesis

“The Impact of Using Audio-Visual Presentation to the Grade 12 ICT Students of Eclaro Academy ”

CHAPTER I Introduction The use of educational video and television in classrooms has risen steadily over the past 20 to 30 years. After the use of training films and other visual aids during World War II, audiovisual technology gradually developed in sophistication and its use became more widespread in educational establishments such as schools, colleges, universities, museums and galleries, as well as at tourist destinations. Video is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual.

Audiovisual education or multimedia-based education (MBE) is instruction where particular attention is paid to the audio and visual presentation of the material with the goal of improving comprehension and retention. Educators have recognized the power of audio-visual materials to capture the attention of learners, increase their motivation and enhance their learning experience. Children learn differently and audio visual equipment gives teachers the chance to stimulate each child’s learning process with a combination of pictures, sounds and attention grabbing media. The purpose of this study is to identify and analyze the impact of Audio-Visual Presentation inside the classroom.

Multiple Intelligences Theory by Howard Gardner (1983) Theoretical Framework Multiple Intelligences Theory by Howard Gardner (1983) Gardner prefers to describe cognitive ability as a set of eight intelligences. Multiple Intelligences According to Gardner’s multiple intelligences theory, an individual possesses, in varying strengths and preferences, at least eight discrete intelligences: linguistic, logical mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic . Gardner’s theory suggests that the manner in which subject matter is conveyed will influence that individual’s ability to learn, and that teachers need to take all of these intelligences into account when planning instruction (Brualdi, 1996).

Cognitive Theory of Multimedia Learning by Richard E. Mayer (1997) This theory proposes three main assumptions when it comes to learning with multimedia: There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory); Each channel has a limited (finite) capacity (similar to Sweller’s notion of Cognitive Load); Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge. Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs.

Conceptual Framework

Statement of the Problem The purpose of this case study will be to determine the Impact of using Audio-Visual Presentation to the Grade 12 ICT students of Eclaro Academy. At this stage in the research, the Audio-Visual Presentation will be define as possessing both a sound and a visual component to convey meaning without complete dependence upon verbal symbols or language.

Scope and Delimitation The study is focus on the evaluation of the Impact of Using Audio-Visual Presentation to the Grade 12 ICT students of Eclaro Acdemy, in terms of the profile of the respondents during the School year 2017-2018. Hypothesis of the Study The use of Audio Visual Presentation on grade 12 students of Eclaro Academy has no impact on their studies.

CHAPTER II Review of Related Literature According to a journal of Kang, S. (2004) “Using Visual Organizers to enhance EFL instruction”. Regarding specifically visual organizers, this term involves figures, charts, diagrams etc. As Kang (2004) claims, they are designed to help the learner, bringing the prior Usage of Multimedia Visual Aids in the English Language Classroom knowledge to a conscious level in the form of an organizational structure. They help enhancing comprehension and learning, as well as eliciting, explaining and communicating information.

According to the extract from the book UNESCO Chronicle entitled “The use of Audio-Visual Aids in Education” (Lestage A.,1959). Films, radio and television, considered as educational instruments, have merely developed – at a rapid rate – alongside older means whose importance remains considerable. Their common denominator lies in their function as aids. Lestage stated that To solve the basic problem of pedagogy, the educator resorts to infinitely varied means, among them audiovisual aids. Lestage said that It is thus clear that audio-visual aids cannot be separated from educational materials in general.

Based on a research of Williams, R Based on a research of Williams, R. (1991) entitled “Technologies for teaching” Instructional technologies capture and sustain students’ curiosity and attention throughout their lessons. Williams also noted that the use of the overhead projector “enables the teacher to maintain complete classroom control and interest in a lesson” He stated that The concentration of the students on what is going on helps them to follow the lesson and learn whatever concepts are being explained.

According to a book entitled “Methods of Geographical Instruction” by Morris, J (1968). Using educational teaching aids can boost students’ success in the classroom. Educational teaching aids signal students to the important information and allow them to experience something that is abstract in life. They engage students’ other senses in the learning process and allow for different teaching styles.

Synthesis

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