A STUDY OF EFFECTIVENESS OF VISUAL TEACHING AIDS ON

STUDENTS OF ENGLISH MEDIUM SCHOOL IN ENGLISH SUBJECT

FOR STD 3
rd
.
REPORT WRITING SUBBMITED TO D.I.E.P. PUNE. FOR DIPLOMA IN
TEACHER EDUCATION BY HAJARE TAI AMBADAS. S.Y.D.T.Ed DIV-A
ROLL NO-42
UNDER THE GUIDANCE OF AATEKA KHAN SUBBMITED TO M.C.E.
SOCIETY FUNIOR COLLEGE OF EDUCATION PUNE. ENGLISH
MEDIUM! ACADEMIC YEAR 2""#-2"$"
CERTIFICATE
This is to certify that the work presented in the dissertation the effect of
visual teaching aids on student of English medium submitted by hajare tai
ambadas under my supervision for the required period as per the ordinance. The
dissertation is satisfactory from the point of view language presentation of
subject matter and I am forwarding it for evaluation to the university.
Place !
"ate !
#uide !
$rs. %ateka khan
SELF % DECLARATION
I here by declare that the research work done. the effect of visual teaching
aids on students of English medium std &
rd
.
"one by me. I have specified the source from where the relevant
information has been collected to the best of my knowledge. This dissertation is
not substantially the same as those which were submitted for any other academic
qualification to the university or any other university.
Place ! Pune
"ate !
#uide
$rs. %ateka khan
ACKNOWLEDGEMENT
I wish to e'press my deep sense of gratitude and sincere thanks of my
guide and principal $rs. (abrina )han for her guidance and being patient
understanding a source of inspiration of encouragement in enabling me to
complete the project successfully.
$y heartful thanks also e'tended to all the teacher for whole hearted
assistance* cooperation and guidance in the fulfillment of this project. I e'tend
my sincere gratitude to Prof. %ateka )han for her precious guidance.
I am also thankful to all the principals of the respective schools for their
willing support and cooperation during the implementation of the research
programme in spite of their busy schedule.
I&d'(
N)*' +, -.'
/.)0-'r1
C.)0-'r1 P)2' &+
T3-4'
C'r-3,3/)-'
S'3,-d'/4)r)-3+&
A/5&+64'd2'
L31- +, -)74'1
431- +, )00'&d3/'1
I&-r+d8/-3+& +, -+03/1 +, r'1')r/.
Introduction.
+eed of the problem
Importance of the proble
(tatement of the problem
,perational definition
+79'/-3:'1
%ssumption
hypothesis
(ample
(cope and limitation
R':3'6 +, r'4)-'d 43-'r)-8r'.
R':3'6 +, r'4)-'d 43-'r)-8r' ,+r r'1')r/.
6+r5
I&&+:)-3+& )&d 81',84&'11 )&d r'1')r/.
6+r5
I*04'*'&-)-3+& +, r'1')r/..
R'1')r/. *'-.+d+4+2;
S)*04'
T++41 < -'/.&3=8'1 +, )/-3+& r'1')r/.
R'*'d3)4 *')18r'1
C+44'/-3+& +, 3&,+r*)-3+& )&d d)-) 3-1
1;&-.'131 )&d )&)4;131
Pr'1'&-)-3+& +, 3&,+r*)-3+& )&d d)-).
A&)4;131 )&d 3&-'r0r'-)-3+&
C+&/4813+&
S8**)r;
C+&/4813+&
R'/+**'&d)-3+&.
S822'1-3+& ,+r ,8r-.'r
R'1')r/. r','r'&/' )&d )00'&d'(
L31- +, r','r'&/' 7++5
)00'&d3/1
CHAPTER$
I&-r+d8/-3+& +, -+03/1 +, R'1')r/..
-.- Introduction.
-.. +eed of the problem
-.& Importance of the problem
-./ (tatement of the problem
-.0 ,perational definition
-.1 ,bjectives
-.2 %ssumption 3 4ypothesis
-.5 (ample
-.6 (cope and limitation
$.$ I&-r+d8/-3+& >-
The word geography comes out through two words #eo 3 graphy means
the study of the earth. It can be defined as description of the world 3 its
inhabitant.7
The subject geography is very important as for as the syllabus of a school
is concern. The concept of day 3 night* place* time* location etc can be
understood easily with the help of geography. It is started from &
rd
std. it is
important not only for school subject but also for all the people in general looking
at the vast knowledge gain geography has an important were position in the
school syllabus knowledge of geog prepare a person to face various of life
problems. It also helps to know about the cultural life of a particular place.
In educational field we do study about many subject. 8ut life is dependent
on nature. Environment. Temperature* weather 3 climate* winds rainfall etc. and
all this things are included in geography subject.
#eography is science which treats the influence on the man of the local
condition 3 space relation. (o geography is necessary subject students start
studying geography subject separately from std &
rd

In the concept of rain lesson students are not able to understand the
different types of rain. (tudent get confused in understanding the three types of
rainfall what are the reasons behind the cause 3 how they differ from each other.
$.2 N''d +, R'1')r/. >-
$any researcher have done the research on different problem while taking
practice lesson researcher find that student have confusion in their mind about the
rain lesson 3 they are making mistake in telling the different between the three
types of rainfall.
(o* its needed that researcher should clear the concept in the mind of the
student.
$.3 I*0+r-)&/' +, R'1')r/.
-9 To develop child intellectually as well as mentally.
.9 To teach student effectively.
&9 To create interest in teaching learning process.
/9 To attract the student towards the teaching point.
$.4 S-)-'*'&- +, Pr+74'*
:% study of effectiveness of a programme developed for std ;Ith student in
understanding the concept of types of rain.
$.? O0'r)-3+&)4 D',3&3-3+& >-
i9 (tudy ! To find out something
ii9 Effectiveness ! To be successful in producing the desired effect or result.
iii9 programme ! It<s a design in which we give treatment to students.
iv9 (td ;Ith ! Those students who have passed in ;th std.
v9 =ain ! Three types of rain only.
$.@ OBJECTIVES >-
a9 To find out the difficulties faced by the students during rain lesson.
b9 To develop the programme to minimi>e the problem of rain lesson.
c9 To study the effectiveness of that programme.
$.A A118*0-3+& >-
(tudents know about atmosphere
$.B H;0+-.'131 >-
If visual teaching aids are used for teaching then the students are
able to understand the concept easily.
$.# SCOPE < LIMITATION.
SCOPE
-. The work of research will be beneficial for all the higher primary students
3 teachers.
It will improve the teaching learning process.
It will make easy to understand the concept of geography.
LIMITATION >-
! The study is limited to ;Ith std students only.
! The study is limited to English medium school only.
! The study is limited only upto -0 students.
CHAPTER % II
REVIEW OF RELATED LITERATURE
..- =E;IE? ,@ =EA%TE" AITE=%TB=E @,= =E(E%=C4 ?,=).
... I++,;%TI,+ 3 B(E@BA+E(( ,@ =E(E%=C4 ?,=).

REVIEW OF RELATED LITERATURE >-
%ction research is the research undertaken to solve current problem. The
researcher can keep fle'ibility in reviewing research material as hisDher
requirement for convenience the different and the important of the own research
the researcher has to find out whether any other research E so while researcher
chooses the subject at that time all these things want to consider.
BOOKS >-
%ction =esearch 3 Information F+irali Prakashan9
Prof %.A.)apole
Prof 8.8.Pandit
ENVIRONMENTAL STUDIES < GEOGRAPHY N3r)43 Pr)5)1.)&!
$rs. (amata Phansalkar
$rs. Tusharika 8apat
2.$ R':3'6 +, R'4)-'d L3-'r)-8r' ,+r R'1')r/. W+r5.
To plan the research method* the researcher has to make use of the
available material 3 tools. 4e can use material for his own research from this
point of view of review of research material is required since only then one can
establish his own identity 3 prove that his research is different.
SOURCES OF REVIEW.
(o problem is first by the researcher. There is not only related literature for this
problem. 8ut this research is useful for further as a review of related literature.
2.2 INNOVATION AND USEFULNESS OF RESEARCH WORK.
NOVELTY >-
This research is firstly done by the researcher so that<s why this problem is
new 3 many can refer this research on the topic at =ain researcher has done
research which is new.
USEFULNESS >-
The research is useful for the primary teacher. It is also useful for future
research.
CHAPTER % III
IMPLEMENTATION OF RESEARCH.
&.- =esearch methodology.
&.. (ample.
&.& Tools 3 techniques of %.=.
&./ =emedial measures.
I*04'*'&-)-3+& +, r'1')r/..
I&-r+d8/-3+& >-
In previous chapter researcher has taken review of related literature in this
chapter researcher has given the detail information about methodology 3
procedure.
=esearch in systematic 3 scientific activity or attempt to obtain the answer
of meaningful questions educational phenomenon events 3 structure
research in Education7 as the secret of our cultural development has been
research pushing back the real of ignorance by discovering new truths
alterative to truth 3 therefore to research is to get nearer to truth.
3.$ RESEARCH METHODOLOGY.
There are various method of educational research such
$ethods of =esearch
4istorical "escriptive E'perimental
=esearch =esearch =esearch
$! H31-+r3/)4 R'1')r/. >-
The 4istorical =esearch method is past oriented. This method is used to
find out the e'act meaning of the event which have occurred in the past or to
throw light on the new facts found out about the event.
%ction =esearch is mainly present oriented 3 is related with the problem in the
present.
To solve such problem the historical research method is not of much use.
2! D'1/r30-3:' R'1')r/. >-
In terms of =esearch* we must consider the number of professors given their
opinion 3 opinion itself. In other words we must consider the public opinion 3
popular opinion.
?hile considering this* other factors like capacities and capabilities of the
professors their faith 3 attitude etc.
3! E(0'r3*'&-)4 R'1')r/. >-
The research in which effect of one factor on the other is studied is called
:E'perimental =esearch<. In scientific terms e'perimental research means
e'amining the hypothesis indicating the cause and effect relation.
The researcher has selected e'perimental method for the research. E'perimental
method provides a systematic 3 logical method for answering the question.
The one group pre!test 3 post test design is used in this research study.
3.2 SAMPLE >-
AC P+084)-3+& >-
In research* reliable conclusion are drawn regarding the properties of the
e'perimental group such a group is called :Population<.
In this research the researcher has selected the ;Ith std students of all English
medium schools in pune city.
BC S)*04' >-
% sample is a part of the population which represent the e'act population.
In this research the researcher has selected the ;Ith std students.
). 1)*043&2 % There are various method of sampling.
i9 Purposive sampling !
The researcher has selected purposive sampling. In purposive sampling
the investigator picks out the sample in relation to some criterion which are
considered important for particular study.
3.3 TOOLS < TECHNIDUES OF ACTION RESEARCH.
The main tools used for %ction =esearch can be divided into four basic types.

T++41
O71'r:)-3+& D8'1-3+&&)3r' I&-'r:3'6 T'1-
This program was conducted in -G days time schedule.
"ays Treatment "uration
-
st
"ay =esearcher take Introduction of the lesson =ain in
tradition method.
&G min
.
nd
"ay =esearcher take =ain lesson in traditional method. &G min
&
rd
"ay =esearcher take a pretest e'am .G marks. &G min
/
th
"ay =esearcher check the paper 3 allotted the mark for
the test.
&G min
0
th
"ay =esearcher made various types of teaching aids 3
again taught the lesson.
&G min
1
th
"ay =esearcher taught with the help of %udio!visual
teaching aids.
&G min
2
th
"ay Teacher took a past!test. &G min
5
th
"ay =esearcher checked the paper 3 allotted the marks of
past!test.
&G min
6
th
"ay =esearcher evaluate the marks of pretest 3 post!test. &G min
-G
th
"ay

=esearcher used statistical tool for evaluating the test. &G min
The researcher found out the conclusion for analy>ing the data researcher gave
the suggestion for study.
CHAPTER IV
C+44'/-3+& +, 3&,+r*)-3+& < d)-) 3-E1 1;&-.'131 < )&)4;131.
/.- Presentation of information 3 data.
/.. %nalysis 3 interpretation.
/.& Conclusion.

- Collection of information and data it<s (ynthesis 3 %nalysis
/.- Presentation of information 3 data!
$arks of pre!test
(r. +o +ame of student $arks
-. %shish ramesh jain 5
.. (hidesh kumar #andhi &
&. 4itesh hanumant chaudary 2
/. (onal dinesh shah 6
0. =ahul ashok nihar 0
1. ?asim shabbier sheikh 1
2. Hagruti ashok baldota /
5. %boli ashish jashi 0
6. $onika ramtrith kale 0
-G. =ubina ajij shaikh .
$ean I JK
+
I 5L&L0L2L6L1L/L0L0L.
-G
I 0/
-G

I 0./
Percentage of pretest I .2 M
$eans of Post test

(r. +o +ame of student $arks
-. %shish ramesh jain -.
.. (hidesh kumar #andhi -G
&. 4itesh hanumant chaudary -0
/. (onal dinesh shah -/
0. =ahul ashok nihar -&
1. ?asim shabbier sheikh -1
2. Hagruti ashok baldota --
5. %boli ashish jashi -0
6. $onika ramtrith kale -.
-G. =ubina ajij shaikh -1
$eans I JK
+
I -.L-GL-0L-/L-&L-1L--L-0L-.L-1
-G
I -&/
-G
I -&./
Percentage of posttest I -&/K-GG
.GG
I 12 M
/.. ANALYSIS AND INTERPRETATION OF DATA
%9 %verage and standard deviation of pretest

(core "eviation F'!m9 -d- dN
5 ..1 ..1 1.21
& !../ ../ 0.21
0 !G./ G./ G.-1
2 -.1 -.1 ..01
6 &.1 &.1 -..61
1 G.1 G.1 G.&1
/ !-./ -./ -.61
0 ! G./ G./ G.-1
0 ! ../ G./ G.1
. ! &./ &./ --.01
-1.5 /...G
%verage "eviation I Jldl
+
I -1.5
-G
I -.15
(tandard "eviation I
N
d
.

I
-G
.G . /.
I
.. . /
8O %verage and (tandard deviation of pretest
(core "eviation F'!m9 -d- dN
-. ! -./ -./ -.61
-G ! &./ &./ --.01
-0 -.1 -.1 ..01
-/ G.1 G.1 G.&1
-& ! G./ ! G./ G.-1
-1 ..1 ..1 1.21
-- ! ../ ../ 0.21
-0 -.1 -.1 ..01
-. ! -./ -./ -.61
-1 ..1 ..1 ...1
-5.G &1..G
%verage "evotion I Jldl
+
I -5.G
-G
I -.5
(tandard deviation I
N
d
.

I
-G
.G . &1
I
1. . &
CO-EFFICIENT OF CO-RELATION.
Pre!test Post!test K- F'!
'm9
P- Fy!
ym9
'N yN Ky
5 -. ..1 !-./ 1.21 -.61 1../
& -G !../ !&./ 0.25 --.01 5.-1
0 -0 !G./ -.1 G.-1 ..01 G.1/
2 -/ -.1 G.1 ..01 G.&1 G.61
6 -& &.1 !G./ -..61 G.-1 -.//
1 -1 G.1 ..1 G.&1 1.21 -.01
/ -- !-./ !../ -.61 0.21 &.&1
0 -0 !G./ -.1 G.-1 &.01 G.1/
0 -. !G./ !-./ G.1 -.61 G.01
. -1 !&./ ..1 --.01 ..01 5.5/
&../G
Qd I
. -
. . .
1 1 . 9 . 1 F 9 1 F m m M M +
a9 Q- I G0/ . . .. . /
-G
.G . /. 9 - F
.
= = =

N
d
b9 Q- I 6G. . - 1& . &
-G
.G . &1 9 F
.
.
= = =

N
d
c9 Q$- I
1/6 . G
-1 . &
G0/ . .
-G
G0/ . . 1-
-
= = =
N
d9 Q$. I
1G- . G
-1 . &
6G. . -
-G
6G. . -
.
1
.
= = =
N
Qd I
. -
. .
1 1 . 9 . 1 F 9 1 F m m M M + + +
I
1G- . G 1/6 . G . 9 6G. . - F 9 G0/ . . F
. .
+
I
&6G . G . 1-2 . & .-5 . / +
I
25 . G 1-2 . & .-5 . / +
I
5&2 . . .-5 . / +
Qd I
G00 . 2
t Fcal9 I ..101RRRRRRRRRRRRRRRRRRRRRRRRRF-9
"f I
.
. -
+ N N
I -G L -G !.
I -5
Aevel of significant S G.G-
,ne failed test I ..52
I ..55RRRRRRRRRRRRRRRRRRRRRR..F.9
from eg - q.
t Ftab9 I ..52
t Fcal9 I ..10
t Fcal9 T t Ftab9
=esearch hypothesis has to be accepted 3 interpretation is the design treatment
is effective 3 there is significant difference.
Interpretation of data S
The design treatment is effectiveness modification is needed there is significance
difference.
Therefore =esearch 4ypothesis is accepted 3 +ull 4ypothesis is rejected.
4.3 C+&/4813+& >-
It is fulfilled by implementing of new programme. The research has use the
model multiplication table also measure the effectiveness of it by taking pre S test
and post S test based on the title.
CHAPTER % ?
SUMMARY CONCLUSION < RECOMMENDATION
?.$ SUMMARY
?.2 CONCLUSION
?.3 RECOMMENDATION
?.4 SUGGESTION FOR FURTHER RESEARCH
CHAPTER % ?
SUMMARY CONCLUSION < RECOMMENDATION
?.$ SUMMARY >-
The process of this study was to study the effect of audio visual teaching
aids on the students of with std of English medium in the subject of geography.-0
students were selected at purposive allotment to check their previous knowledge
researcher make question paper 3 take the pre test of the student then no erases
were removed committed by student they had undergone through prescribe
programme develop by researcher.
The programme of -G days was schedule for it after that check of the
effectiveness of the programme was tested by the :t< test 3 :t< value.
=esearcher took conclusion by comparing the marks of statistical tool.
?.2 CONCLUSION >-
The student studying through audio visual teaching aids learning have
significantly scored by higher than student bought by traditional classroom
teaching* 4ence there is a significant difference in the achievement in the unit
through teaching added learning and through traditional classroom teaching this
diffrerence can be seen through a graph shown down.
?ith the help of audio visual aids the student<s hard concepts are cleared 3
they get a clear idea about the content. ?ith the help of aids the content remains
for long time in the mind of students. Teaching aids are the tools in the hands of
teacher to sharper the process of teacher.
The researcher has come to the conclusion that all teachers should use
visual aids for teaching in the class.
?.3 RECOMMENDATION >-
-9 Teacher should use the teaching aids to teach students.
.9 Teacher should teach the student using technology aids in properly such
as computer C"* ,4P.
&9 Teacher must be used effective method of teaching 3 teaching aids to
teach the student due to this achievement level is increased.
?.4 S822'1-3+& ,+r ,8r-.'r r'1')r/..
-9 =esearcher try to teach more unit by this method.
.9 This research can be conducted in other medium school also.
BIBLIOGRAPHY
B++51.
-9 %ction =esearch 3 Innovation
".T.Ed. IInd year.
%rvind.%.)apole 3
8ansi 8ihari Pandit
@ourth edition ! march* .GG6
.9 8est kahn.
&9 Environmental studies 3
(ocial studies.

THESIS
-9 8utch volume
.9 #aikwad (." F.GG/9
Title ! % study of effectiveness of teaching aids Faudio visual9 through
demonstration method.
Bniversity of pune
A00'&d3( A
Pr'-'1-
U- fill in the blanks. F. mks9
-. The convection rain falls mainly in the VVVVVVVVVVV region.
.. ?hen winds containing vapour meet an obstruction* there is
VVVVVVVVVV type of rain.
U. %nswer the following F1 mks9
-. +ame the types of rainE
.. 4ow does cyclonic rain fallE
&. 4ow does oragraphic rain fallE
U& ?rite short note on oragraphic rain. F. mks9
P+1- T'1-.
U- fill in the blanks. F. mks9
-. % region of low rainfall is called a VVVVVVVVV
.. =ain caused by obstracting mountains forcing the air to rise is called
VVVVVVVVVV
U. %nswer the following ! F/ mks9
-. ?hat is meant by convectional rain 3 in which region it falls.
.. "raw the diagram of oragraphic rain 3 e'plan it.
U& ?rite notes on. F/ mks9
a9 Convectional =ain.
b9 Cyclonic =ain.
A00'&d3( % B.
-9 %shish =amesh Hain
.9 (hidesh )umar #andhi
&9 4itesh 4anumant Chaudary
/9 (onal "inesh (hah
09 =ahul %shok +ihar
19 ?asim (habbir (haikh
29 Hagruti %shok 8aldoto
59 %boli %shish Hoshi
69 $onika =amtrith )ale
-G9 =ubina %jij (haikh