Influence of audiovisual resources for teaching
and learning in Language and Literature
Influencia de
los recursos audiovisuales para la enseñanza - aprendizaje en Lengua y
Literatura
Ruth Magaly Gómez-Gómez
ruth.gomez@unl.edu.ec
Universidad Nacional de
Loja, Loja – Ecuador
https://orcid.org/0000-0002-1672-7015
ABSTRACT
The general objective of the research was to
determine the influence of audiovisual resources for teaching and learning in
Language and Literature of sixth grade students of the Zoila Alvarado de
Jaramillo School, in order to achieve significant learning. The research
population was 1 teacher, 34 students of 6th grade of middle basic education, a
descriptive type of research with a non-experimental field design was used.
88.94% affirmed that audiovisual resources always help to better understand the
knowledge, 8.82% sometimes understand the knowledge and 2.94% never understand
the knowledge in the area of Language and Literature presented on radio and
television. It is concluded that with the use of audiovisual resources for
teaching and learning in Language and Literature, significant learning is
achieved by developing students' visual cognitive area, abilities, skills and
creativity.
Descriptors: educational technology; programmed instruction; educational software. (Source:
UNESCO Thesaurus).
RESUMEN
La
investigación tuvo como objetivo general determinar la influencia de los
recursos audiovisuales para la enseñanza - aprendizaje en Lengua y Literatura
de estudiantes sexto grado de la Escuela Zoila Alvarado de Jaramillo, para lograr aprendizajes significativos. La
población de investigación fue de 1 docente,
34 estudiantes de 6to grado de educación básica media, se empleó una
investigación de tipo descriptiva con diseño no experimental de campo. Un
88,94% afirma que los recursos audiovisuales siempre ayudan a comprender de
mejor manera los conocimientos, un 8.82 %a veces comprenden los conocimientos y
un 2.94 % nunca entienden los conocimiento en el área de Lengua y Literatura
presentados en radio y televisión. Se concluye que con el uso de los recursos
audiovisuales para la enseñanza - aprendizaje en Lengua y Literatura, se logran
aprendizajes significativos desarrollando en los estudiantes su área cognitiva
visual, habilidades, destrezas, creatividad.
Descriptores: tecnología
educacional; enseñanza programada; programa informático didáctico. (Fuente: Tesauro UNESCO).
Research articles section
INTRODUCTION
In the
educational field, the great transformations demand from teachers a permanent
innovation in ICT and its use in audiovisual techniques, which serve as support
for the teaching-learning process, being able to access training and cultural
products in the subject of Language and Literature. However; despite the fact
that ICT have evolved in their technological operation, "teachers today do
not effectively understand the usefulness that the use of ICT can mean in the
development of the training process of students; this is reflected in the
educational quality" (Cruz-Pérez, et al. 2019, p. 3). While
(Ramírez-Pérez, et al. 2021), comment that the good use of ICT, increase
the effectiveness and quality of the processes. Therefore, ICTs could
contribute to the continuous improvement of education in students at the
schooling stage, generating learning of disciplinary contents that are means
that facilitate the development of human competencies that are considered
valuable.
The use
of ICTs benefits all sectors and specifically the educational sector that uses
connectivity to generate knowledge not only in schools and colleges but also at
the university level. For (Molinero-Bárcenas, & Chávez-Morales, 2019), both
teachers and students can learn dynamically. This research is relevant in that
it will provide a didactic guide linked according to the lines of research of
the Ministry of Education of Ecuador in the Area of School Effectiveness in the
line of research, use of new technologies in educational spaces, in addition it
is related to the lines of research offered by the Master's program of Basic
Education of the National University of Loja, in the Line Results and
foundations of educational practices oriented to innovation in Basic Education.
Therefore,
it is of utmost importance that teachers have a work guide to implement the
audiovisual resources where the work in the classroom has positive results,
thus favoring the development of knowledge of students in an active and dynamic
way where their senses develop in a favorable way. It is important to use ICT
and audiovisual resources to be implemented or be part of the teaching-learning
process in the area of Language and Literature, generating critical, analytical
and reflective students, since education in communication promotes a playful,
participatory, formative, dialogic and reflective teaching environment,
generating empathy among the educational actors (Martínez-Pedraza, &
Rodríguez-Prieto, 2020).
The
geographical context where the research was developed, is in the urban area of
the city of Loja, in the Zoila Alvarado de Jaramillo School, an institution
located in the streets Bernardo Valdivieso 12-42 and Mercadillo,
San Sebastian parish, in the canton and province of Loja. Its institutional
characteristics are: AMIE Code 11H00017, belongs to circuit C09_10_12, district
11D01, Sierra Regime and is of fiscal support.
The type of education offered is regular; the educational levels are:
General Basic Education (preparatory, elementary and middle school). It
operates in the Ecuadorian educational system in the morning and is
face-to-face.
For
this reason, the following question is posed: How do audiovisual resources
influence the teaching-learning of Language and Literature in the students of
the sixth grade of General Basic Education of the Zoila Alvarado de Jaramillo
School?
The
general objective of this research was to determine the influence of
audiovisual resources on the teaching and learning of Language and Literature
in sixth grade students of the Zoila Alvarado de Jaramillo School, in order to
achieve meaningful learning.
METHOD
The
approach used was quantitative. A descriptive research with a non-experimental
field design was used.
The
research population was 1 teacher, 34 students in the 6th grade of middle
school. See table 1.
Table 1. Research population.
|
|
Estudiantes |
|
|
|
|
Hombres |
Mujeres |
Total |
Docente |
|
|
B |
12 |
22 |
34 |
1 |
|
Total, población |
35 personas |
|
|
|
Source: "Zoila
Alvarado de Jaramillo" school database.
The
data collection technique used for this research was the survey. This made it
possible to quickly identify the strategies used by teachers.
A
16-question Likert scale questionnaire with three alternative answers (always,
sometimes, never) was used as a data collection instrument. It was validated by
expert judgment and Cronbach's alpha coefficient of 0.79 reliability, being
considered suitable for its application.
Once
the data were collected, they were organized in a database and statistically
analyzed with the support of the SPSS V25 statistical package, using
descriptive statistics.
RESULTS
With
respect to the use of audiovisual didactic resources such as: projector,
television, radio, slides in the subject of Language and Literature, 73.53% of
the respondents stated that they sometimes use audiovisual resources, while
26.47% stated that they always use audiovisual didactic resources.
Based
on these results, it can be seen that sometimes students in the
teaching-learning process in the subject of Language and Literature use
audiovisual resources, which allow for interaction between the teacher and the
students. Therefore, it is important to emphasize that teachers always use
these resources, which are interactive materials that directly benefit the
students, generating a quality education.
With
respect to whether knowledge is imparted through the Internet using images and
videos in the area of Language and Literature, 64.71% of the respondents stated
that they sometimes impart knowledge through the Internet, while 32.35% always
and 2.94% stated that they never receive knowledge through the Internet.
On
these results it is evident that sometimes the students within the
teaching-learning process in the subject of Language and Literature impart
knowledge through the Internet. Therefore, it is of utmost importance that
teachers use this type of tools that help the teacher to develop the senses of
the students with appropriate material that is closely related to the subject
of the class.
In
the results obtained in the Language and Literature classes, it can be observed
that 52.94% mention that sometimes in class they use image readings on
television, YouTube, and slides for the development of visual perception,
38.24% state that they always use image readings, and 8.82% mention that they
never use image readings.
Taking
into account the results it is evident that sometimes students within the
teaching-learning process in the subject of Language and Literature use image
readings for visual perception, so this technique should be encouraged more
frequently to create in the student the taste and desire to read using
technological materials that awaken the senses of the students through YouTube
videos can be stories, poetry, science news, etc.
According
to the data obtained, on whether you consider that the use of audiovisual
resources such as radio and television in the subject Language and Literature
has helped to better understand new knowledge in the teaching-learning process,
88.94% of the students say that audiovisual resources always help them to
better understand the knowledge, 8.82% sometimes understand the knowledge, and
2.94% never understand the knowledge in the area of Language and Literature
presented on radio and television.
Considering
that the reality of the students shows that they always learn better with
visual support, it is of utmost importance that the classes are prepared
according to the expectations of the students whose audiovisual material
awakens their interest in learning and experiencing new knowledge.
As
can be seen in the surveys, 61.76% state that audiovisual resources in the
subject of Language and Literature do have an influence on learning, 35.29%
state that sometimes, and 2.94% state that audiovisual resources never have an
influence on students' dynamic learning.
Undoubtedly,
the results obtained affirm that audiovisual resources play a fundamental role
in teaching and learning, since they always allow students to develop their
visual memory, capture learning in a more dynamic way, promoting significant
learning.
Regarding
the type of videos watched on YouTube in the area of Language and Literature,
73.53% watch music videos in the highest percentage, while 26.47% watch videos
on YouTube.
It
should be noted that based on these results it is evident that the videos with
the highest observation in the area of Language and Literature are those of
music, which can be taken as an alternative to make the classes more dynamic,
but it can be observed that there is a certain gap because the priority would
be to use as support resources educational videos that encourage
teaching-learning and as a central point are not improvised videos but rather
according to the content to be taught in the classroom.
Emphasizing
the data obtained, in the classes of the subject of Language and Literature, we
can see that 55.50% of the resources used are slides, while 37.50% use the
resources of the overhead projector and blackboard and 4.17% use the projection
of objects.
It
is necessary to highlight that, from the results, it is evident that the
resource most used by the teacher in the teaching-learning process are the
slides that help the classes to be more interactive, providing spaces for the
students to develop their senses either by the presentation of images or by the
sound. But we can note that they know and have other audiovisual resources that
are not alien to them and again it is affirmed that students are digital
natives, so the use of audiovisual resources in the classroom is not unknown.
As
evidenced in the surveys on how often your Language and Literature teacher uses
their computer and projector, we can realize that 67.65% sometimes use their
computer and projector while 32.35 always use their computer and projector.
In
view of the above, we can affirm that the frequency in which the teacher uses
the computer and the projector is sometimes, since
these resources should be used in an adequate way, reviewing the topics to be
taught and if the contents require audiovisual material to be presented, so
that in this way it is not something routine and we propitiate spaces for the
students to share their own experiences in the classroom.
According
to the data obtained, about whether you would like your teacher to use
audiovisual resources in Language and Literature classes, 58.82% say that they
would always like to use audiovisual resources, while 38.24% sometimes and
2.94% would never like to use audiovisual resources in the subject of Language
and Literature.
Therefore,
it is evident with a high percentage, that students like to always use
audiovisual resources in the development of classes in the area of language and
literature, since they awaken in students the interest, creativity, curiosity,
the taste for learning new knowledge, and in turn, is the most practical and
effective way to generate content, supported by different platforms and digital
tools that help interact in the teaching-learning process to the teacher and
student in an effective and collaborative manner.
According
to the data obtained regarding whether you consider that the audiovisual
resources presented in the area of Language and Literature are consistent with
the content to be taught in class, 55.88% always consider that the audiovisual
resources presented in the area of Language and Literature are consistent with
the knowledge taught in class, while 35.29% sometimes, and 2.94% never consider
that the audiovisual resources presented in the area of Language and Literature
are consistent with the knowledge taught in class.
Based
on these results, the work of the teachers in front of their students is
evident, stating that the audiovisual resources that the teacher uses in the
classroom are always in accordance with the contents to be taught in class,
noting that teachers must find the pedagogical relevance of the resource to be
used as a teaching tool to achieve those educational purposes that have been
previously established in relation to the subject. If we refer to the concept
of adequacy, we talk about the feasibility of visual resources for their
implementation in the classroom.
DISCUSSION
Audiovisual
resources in teaching and learning are didactic postures that, in the school
environment, are used as an exclusive means of verbal language, in its oral and
written variants. Based on the results, we agree with (Feicán-Zumba,
et al. 2021), indicating that the simple use of a technological device
is not enough, but that the teacher must generate interest in students by
implementing audiovisual didactic material that generates learning. This is the
reason for the need to investigate the audiovisual resources for teaching and
learning in Language and Literature in the sixth grade of the Zoila Alvarado de
Jaramillo School, which consists of a general objective and three specific
objectives, detailed below:
To
determine the influence of audiovisual resources for teaching - learning in
Language and Literature of sixth grade students of the Zoila Alvarado de
Jaramillo School from the point of view of (Barak et al. 2011),
manifests that not only emphasizes learning with audiovisual resources, but in
the influence of these in the student's motivation to learn. Thus, the main
purpose is to use audiovisual media as a resource to achieve meaningful
learning where the student generates his own knowledge and the teacher
facilitates this process (Ríos-Peñarrieta, &
Navarrete-Pita, 2023).
Considering
the above mentioned by the author, the students of the sixth grade of General
Basic Education consider that the use of audiovisual resources is important in
the teaching-learning process in Language and Literature, which is why a
positive perception was evidenced by them indicating that it potentially
influences the development of their learning, coinciding with (Sarimanah, et al. 2022), who affirm that attitudes
towards ICT have a significant effect on reading achievement.
In
the same sense, the teacher indicates that the audiovisual resources used in
the teaching-learning process of Language and Literature are: slides, overhead
projector, projection of opaque objects, whose objective is to motivate
students to learn in a creative, dynamic and participatory way, leaving aside
traditional classes to have an innovative education with the use of ICT, in
accordance with what was stated by (Barros-Bastida, & Barros-Morales,
2015).
It
is worth mentioning that the application of audiovisual resources awakens the
interest and desire to work of each student, resources that have been
implemented since history and evolving according to new technologies, giving
way to the use of these in the development of content in the classroom, thanks
to them help the teacher to present material to interact with students in an
active way. Consequently, to characterize the audiovisual resources used in the
teaching-learning process of Language and Literature, according to,
Ames-Ramello (2019) indicates that "audiovisual resources have then become
educational resources to the extent that their use will have an influence on
what individuals learn and how they learn" (p 256).
Through the application of the questionnaire directed to the students,
they indicated that sometimes the teacher uses audiovisual materials for the
teaching process of Language and Literature so they
lose interest in learning, another disadvantage is that the educational
audiovisual material that is delivered to the student does not meet their
expectations and therefore does not obtain significant learning. On the other
hand, the teacher indicates that it is essential to implement audiovisual
resources in the teaching-learning process of Language and Literature because
technological advances are made every day and it is of vital importance to
include them in the educational process; therefore, teachers should remain in
constant training in the use of different platforms for audiovisual material (Magadán-Díaz, & Rivas-García, 2021).
Within the subject of Language and Literature, the activities used serve
to exercise the development of reading comprehension, through comprehensive
readings, reading novels, comics, etc., and at the level of participation,
round tables, conversations and discussion forums are held, allowing the
development of learning and teaching between the teacher and the student. It is
of utmost importance to include audiovisual resources in this process. that are
oriented to the development of communicative skills (Ripalda, et al.
2020).
The students surveyed stated that the teacher sometimes uses the
computer and the projector in the teaching-learning process of Language and
Literature and also indicated that they would like to implement the use of
audiovisual resources, in this way the visual cognitive area of the students is
developed, so there is a greater degree of attention and concentration at the
time of learning. In addition, the teachers of Language and Literature showed
interest in giving feedback on the use of audiovisual resources in their area
and being able to apply them, and thus observe the change that children can
show with the use of audiovisual resources. Nowadays, the use of these contents
as didactic resources in the classroom can be an effective tool to understand
concepts and promote autonomous learning. This will enhance the students'
ability to learn to learn in order to achieve greater autonomy and professional
adaptation in the future (Vértiz-Osores, et al. 2019).
Thus, in order to determine the influence of audiovisual resources for
teaching and learning in Language and Literature of sixth grade students at
Zoila Alvarado de Jaramillo School, in order to achieve meaningful learning. It
is important that teachers implement the use of audiovisual tools in the
teaching-learning process, motivating students to learn.
The students surveyed indicated that they prefer the use of technology
as an audiovisual medium to impart the knowledge they wish to learn in the
teaching process of Language and Literature, with the application of the
methodological guide, the classes become more enjoyable in which there is
interaction between student and teacher. In the same way, the teacher stated
that in order to improve reading comprehension, he carries out activities such
as: reading legends, stories, comics, novels, debates, round tables and
discussions. To carry out these activities he sometimes uses audiovisual resources
to support him when imparting his knowledge. For teachers, the use of
audiovisual resources should focus on the development of the skills and
knowledge necessary to understand and effectively produce linguistic messages
in different communication situations. Thus, developing visual cognitive
skills, incorporating the use of ICT tools independently (Contreras-Roa, et al. 2022).
CONCLUSION
It is concluded that with the use of audiovisual
resources for teaching and learning in Language and Literature, significant
learning is achieved by developing the students' visual cognitive area,
abilities, skills, creativity, and at the same time making teaching and
learning viable in a harmonious manner. By using audiovisual resources in the
teaching-learning process, students are motivated to learn in a playful,
dynamic and creative way, which will allow them to obtain significant learning
and in turn will help improve their dialogue with the people around them. The
teacher does not frequently use audiovisual resources, which is why an
alternative solution arises, which is the elaboration of a didactic guide with
activities related to the use of audiovisual resources, encouraging creativity
within the classroom environment.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or
institutions related to the research.
ACKNOWLEDGMENTS
To
the students of the sixth grade of General Basic Education of the Zoila
Alvarado de Jaramillo School.
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