Chapter- IINTRODUCTION Through simple everyday actions and play, young children develop physical, social, intellectual, emotional and creative abilities known as creative development. Early childhood education often focuses on children learning creative abilities through play. Children's creative abilities may be explored through their ideas, curiosity and feelings towards the arts, movement, music and imaginative play. Children of all ages delight in expressing their ideas through sounds, colors, shapes and role-playing activities. Creativity in children can be developed by engaging them in activities that enable them share their ideas, thoughts and feelings. There are different aspects of creative development in children. Education aims at the development both of the body and mind. It prepares us to meet the challenge of life boldly and successfully. We shall certainly fail to meet this challenge if we take a lopsided view of education and exclude creative activities from it or do not pay them due attention. Our mind will develop though certainly to its full powers, but our body will not, it will in course of time waste away and many a disease will best it .One may then only exist and not live. So we can say, creative activities are integral part of education. In this present era, learning has more importance to convey the idea to the student. Teacher has to use different strategies in order to make the teaching better and interesting. It is conferred and accepted that different activities and use of audio visual aids are helpful in learning to make the learning more effective and interesting. These creative activities have prior effect in the learning process. The first great value of creative activities therefore, is a sound and healthy body which they help us to have. “Health is Wealth” and “A sound mind in a sound body” are age-old proverbs. But very few people realize their true significance. It is obvious that those who take part in creative activities not only have a health and robust body, but also posses an agile mind. Their outlook on life is generally broad and optimistic. Creative activities also provide us with a lot of recreation and fun. They are an excellent pastime with some people. A little participation in creative activities at the end of a day’s hard work will bring back our lost energy, afford us relaxation and banish our boredom. 1 One aim of education is to build character, to impart some sort of instruction and inculcate certain tracts which help a person in leading a responsible life. A life in which he is able to strike a happily balance among his obligations towards society, and towards himself. Books and contacts with the outside world do teach us these aspects, but creative activities also have an important role to play in their development. A student learns these traits in a practical manner, when he participates in creative activities of his own interest in classroom. He can not learn each and every thing in classroom. Many moral values like sportsmen ship, encouragement and confidence can be learnt only through these activities. Teaching is a complex process which requires proper teaching methodologies, in order to inculcate knowledge in the minds of the students and to transfer knowledge to next generation. Secondary education is a turning state therefore; effective teaching methodology is to be adopted according to the needs of the students so that proper guidance can be given. According to Vijayalakshmi, K.S. (2004, P.1) teaching is both an art and a science. Able teachers always find ways and means to improve their teaching techniques. With the change in time the teachers are asked to employ newer methods for teaching their pupils more effectively so that they must be able to cope with the demand of the age. The latest techniques of teaching are a need of hour. The progress of country depends upon the quality of its teachers. Ranga (2005, p.5) has commented on teacher education as “the irony of fate, however, is that teaching is the most unattractive profession and teacher no longer occupies an honorable position in the society. Teaching can regain its earlier noble status in case the quality of teacher education in our country is improved.” The term “Teacher” is used for the person, who teaches the students, guides the learners and enables them how to read and write. Encyclopedia of education defines teacher education as, “education and preparation of individuals enabling them become professional teachers.” Frank and Wagrall (1987, p.11) have emphasized the need for making teacher education dynamic. They suggested that, “in order to keep pace with- technology changes in society the teacher education programs of all levels in country must be planned in such a way that the teachers produced by these programs, are broadly educated, scientific minded, uncompromising on quality innovative, but sympathetic towards students. 2 Audio visual materials are produced, distributed and used as planned components of educational programs. It helps the process of learning that is motivation, classification and stimulation. A.V. aids are multisensory materials which motivate and stimulate the individual. It makes dynamic learning experience more concrete realistic and clarity. It provides significant gains in thinking and reasoning. Audio visual aids are sensitive tools used in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quicken learning facilities for clear understanding. The study was designed to know about the “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” The researcher tries their level best who our teachers use A.V. aids in teaching and organized creative activities at elementary level and who the achieving the goals of education through use of their methodology in teaching learning process. 1.1 Statement of the Problem The purpose of this study was to investigate the “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” 1.2 Objectives of the Study The Objectives of the study were following. 1. To check the educational, emotional effects of creative activities and audio visual aids in elementary students. 2. To find the problems of elementary teachers for conducting creative activities. 3. To highlight the influence of creative activities and audio visual aids in leaning process at elementary level. 4. To identify the importance of A.V.Aids in teaching learning process at elementary level. 5. To identify the role of creative activities and Audio Visual Aids at elementary level. 1.3 Significance of the Study 1. It might be possible that this research is useful for the students. 2. It might be possible that this research is useful for the teachers. 3. It might be possible that this research is useful for the policy makers. 3 4. This research might be useful to the future researcher. 1.4 Delimitation of the Study This research was confined to: 1. Educational institution of Muzaffargarh Tehsil only. 2. Students and teachers only. 3. 10 Govt. Elementary schools. 4. 05 Govt. Girls Elementary schools. 5. 05 Govt. Boys Elementary schools. 6. 02 Teachers from each Elementary school. 7. 05 capable students of each elementary school. (Indicates by the class teachers). 8. Questionnaire methods for the achievement of the material. 1.5 Research Method This research is basically about the “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” So, study was a descriptive type of research. Survey method was adopted for this study. Questionnaire was prepared in order to collect material\information from the students and teachers. This questionnaire was presented to different students and teachers in different Govt. elementary boys/girls schools. Conclusion, summary and suggestions were made on the basis of the information. 1.6 Data Analysis First chapter includes the introduction, second chapter consists of the study and review of the related material, third chapter consist of the method that was used by the researcher, and fourth chapter consists of analysis of the information material which form research and fifth chapter consist of summary, conclusions and recommendations of the study. 4 Chapter- II REVIEW OF RELATED LITERATURE This chapter deals with the review of literature related to the topic under study, for this purpose Library and internet material was reviewed and a brief summary has been is given in this chapter. 2.1 What is Teaching? Teaching is not giving knowledge or skills to students; teaching is the process of providing opportunities for students to produce comparatively permanent change through the commitment in experiences provided by the teacher. Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearance of behavior which otherwise never occur. (Skinner, 1968, p.64) At elementary level, we are dealing with the young who are not mature and who lack the experiences in life which learning emanates. That is why the teacher assumes an important role in their development. The learners who are expected to submit you to the learning process cannot do it on their own without teacher help and supervision. That is what teaching is all about. It is the process of “helping” the learners learn economically, efficiently, and effectively. The success of a learning situation depends to a large extent on the skilful involvement of a professional person, the teacher. Actually, the image is a good one for helping to define teaching. It can be converted into a simple model as follows: SUBJECT | |STUDENT <----------------------------------------> TEACHER | SETTING 5 “Teaching”, in this model, is defined as the “the interaction of a student and a teacher over a subject.” There may be one student or several in a class. The students can be young or old, bright or below average intelligence, “normal” or physically challenged, highly motivated or “turned off,” rich or poor, male or female. The subject can be easy and straightforward or difficult and complex. The teacher may not be physically present, as with televised or computer-assisted instruction. But in most situations, the model holds up a teacher, a student and a subject. And where is the monitor? The model is enclosed in a box to represent the setting where teaching takes place. Teaching takes place somewhere, in some specific context. The institution may be highly selective, or “open door” in its admissions policies. The climate for learning may be favorable or destructive, supportive or frustrating. The resources, both physical and human, may be generous or insufficient. No teacher teaches in a space. The setting makes a difference. Teaching involves a teacher trying to teach someone something somewhere. 2.2 Learning Process and Learning Methods Learning plays a significant role in individual's life. After birth, the individual passes through the process of socialization. 2.2.1 Definition of Learning According to Clifford (1970): “Learning can be defined a relatively permanent change in behavior that occurs as a result of practice or experience”. According to Crow and Crew (1956): “Learning involves the acquisition of habits of knowledge and attitude”. According to Guilford (1957): “Learning is any change in behavior, resulting in change of behavior”. According to B.F Skinner (1969): “Learning includes both acquisition and retention”. 2.2.2 Methods of Learning There are four methods of learning: 1. Learning by trial and error. 2. Learning by insight. 3. Learning by imitation. 6 4. Learning by conditioning. 2.2.2 Process of Learning “Learning is the process by which an activity originates or changes through reacting to an encountered situations. Provided that characteristics of the change in activity can be explained on the basis of native tendencies, maturation or temporary status of the organism”. We can conclude that learning is change in behavior that occurs because of experience, practices, conditioning, initiation and insight 2.3 Role of Teacher in Teaching and Learning Process First of all researcher discusses the importance of teacher training in teaching and learning process. 2.3.1 Teacher Training and Learning Process Teacher training has become one of the most important training courses for a person who is willing to take teaching as a hardcore profession. It has been observed that who move abroad for higher studies actually benefits in a number of ways. Teacher training courses are also essential for a student to acquire professional outlook in future. In the view of co-curricular activities teacher training is very important. 2.3.2 What is role? (Oxford dictionary) “Role is actor’s part, one’s function, what person or thing is appointed or expected to do.” Different role of a teacher 1. Teacher as parents. 2. Teacher as a manager. 3. Teacher as a coach. 4. Teacher as an instructor. 5. Teacher as a motivator. 6. Teacher as an organizer. 7. Teacher role for control and discipline. 7 2.4 Importance of Creative Activities in Early Childhood Through simple everyday actions and play, young children develop physical, social, intellectual, emotional and creative abilities known as creative development. Early childhood education often focuses on children learning creative abilities through play. Children's creative abilities may be explored through their ideas, curiosity and feelings towards the arts, movement, music and imaginative play. Children of all ages delight in expressing their ideas through sounds, colors, shapes and role-playing activities. Creativity in children can be developed by engaging them in activities that enable them share their ideas, thoughts and feelings. There are different aspects of creative development in children. Emotional Creativity Emotional creativity is a measure of how children respond to their environment, the objects and people around them. Children respond in different ways to what they see, hear and touch. They can also communicate their own feelings due to the nature of their surroundings. Center-based child care arrangements may help develop social skills in young children and prepare them for kindergarten. The interaction with other children their own age goes a long way in improving social skills and people acceptance in kids. Exploring Media and Materials Exploring media and materials is the aspect of a child's creative development in which his reaction to media, pictures, toys and three-dimensional objects are observed. Toys like building blocks and representations of television characters can help a child develop creative instincts. For example, many dolls and action figures can be distinguished as characters from a fictional world rather than real objects or people. The role of media and materials cannot be overemphasized in regard to creativity in children. Positive building skills and role play are developed by providing proper toys for kids. Creative Imagination and Imaginative Play Creative imagination and imaginative play in young children deal with how they respond to dance, stories, music, role-playing and art. Imaginative writing and drawing characters go a long way in developing a child's creativity. Dealing with 8 different colors and painting pictures of different characters build the child's mind and improves her ability to test different color variations. The creative arts have a significant bearing on the early creative development of a child. Writing skills can also be harnessed by engaging the child in creating replicas of written symbols and objects. Creative Music A child's ability to distinguish different sounds such as the banging of a door or the running of tap water and musical sounds that elicit dance movements is important at an early age. Children exposed to different musical tones and patterns of dance movement may be able to adapt quickly to these tunes and mime or sing songs easily from memory. Such children are likely to develop ample creative instincts at an early age. Knowledge and Understanding It is important to support your children in understanding the world around them. Give them the opportunity and tools they need to grow and learn. Expose them to people, plants and animals and show them how to act and respond to different objects in their environment. Allow them to investigate and explore their surroundings in a safe manner. Your support and encouragement gives your child the courage they need to grow, learn and succeed in life. (Linda Wool ether, eHow Contributor) 2.5 Teaching Methods in the Primary Grades Innovative teaching methods help primary teachers effectively teach young children. Teaching methods differ with different age groups of children. An effective method with upper elementary students may not work as well with primary students. Many different types of teaching methods are available and depend on the information or skills being taught. A teacher must decide which method is best for his students. The chosen method should allow for flexibility, and it should be based on the knowledge that is to be conveyed. Student success depends upon effective teaching methods. 9 Modeling While a lecture might work with older students, primary children likely do not have the attention span required for this teaching method. Activities must be varied and divided into short time periods. The type of method that is most effective with the age group is modeling. Modeling can be defined as a visual aid for learning. This technique involves having the students construct a model in order to visualize a situation. This particular method works especially well with math problems, as students at this level are not ready for abstract situations. Learning Centers Learning centers allow teachers to utilize a variety of materials and provide an opportunity for primary students to work by themselves or with peers to put concepts into action. Learning centers also help students improve social skills by having them engage in collaborative activities. Enrichment centers extend a lesson with a follow- up center activity, such as the construction of a terrarium after a lesson on plants. Skill centers strengthen and enhance skills for any students who are in need of more individualized assistance. For example, a small group of students who are struggling with multiplication tables can benefit from a skill center based on multiplication drills. Exploratory centers strengthen abstract concepts through the use of hands-on learning experiences. For example, a teacher might follow up a lesson on measurement with an exploratory center using rulers, yard sticks, scales and liquid measuring cups. Collaboration The collaborative teaching method allows a teacher to direct a lesson, while also making it possible for students to talk with each other and discuss different points of view. Small group discussion usually works better than whole class discussions at this level. With collaboration, students are normally not as reluctant to talk about a topic if the group involves fewer students. One drawback to collaboration is that young students tend to get off track if not constantly monitored by the teacher. Multimedia Presentations Today's students enjoy visual stimuli and require more than just a chalkboard presentation by the teacher. DVD's, CD's and the Internet incorporate sounds and 10 graphics that help bring concepts to life for children, thus enhancing their learning. This teaching method provides the teacher with a motivating way to present lessons for all subjects. An interactive multimedia presentation is an effective way to introduce or reinforce a concept. 2.6 The Benefits of Creative Activities for Kids There are lots of activities where you can get children involved with sports, activities and group play. It is a great idea to have them participate in these activities especially during summer when school is over instead of having them hang out on the training to all day. You can't just keep them inside your house watching cartoons or playing video games. Most of the time, kids will start drawing, painting, coloring and play different types of games/toys, these are considered to be signs that your kids are ready to participate in creative activities. Aside from sports activities, you can also enroll them into some creative activities which are said to be very beneficial for them. Here are some of the benefits that your kids can enjoy from creative activities. As the word suggests, creative activities are able to enhance the creativeness in your kids. These activities can also tickle you kids' imaginations and may even change the way they see things. One of the most effective and popular creative activity is reading. When kids are reading or if somebody else is reading a story to them, a picture will be created in their minds as to what was happening in the story. This is a good way to improve their imaginations and their creativeness. Other types of creative activities like playing group/individual games and block building will enhance their skills and the way they solve problems. By challenging the kids' minds, they will be able to come up with certain steps or plans which they never thought of before. In this way, they will somehow figure things out on their own while strengthening their skills. On the other hand, participating in creative activities can also serve as a great way for family bonding. Aside from reading, painting and playing games, if parents like you want to participate, you can work with your kids in a creative project or play a team game against another family. Not only will your kids enjoy, you will also spend a quality time with them in a really fun and exciting way. And lastly, when kids are asked to participate in a group activity, this will teach them on how work with other people for the purpose of winning or accomplishing a task. They will be able to know how to work as a team player or a 11 leader. They will also have a chance to contribute or share their ideas to the other members of the team. And of course, this is one way for them to gain a lot of new friends. All these things simply mean that as a parent, you should let your kids explore in order for them to learn new things from other people. Although you want them to be safe at home, you still have to let them participate in different types of activities that will also play an important part of their lives. When there are no classes, leaving your kids at home while doing the usual things will just make them feel really bored and this is why you should let them be involved in creative activities. 2.7 Elementary school classroom activities A variety of classroom activities that can be used to teach young children about prejudice, social justice, and the importance of looking at the world through the eyes of others. As the following exercise shows, teaching children about diversity does not have to be difficult or complicated -- it can be as simple as peeling a lemon. When life hands you a lemon, peel it Goal To show children that despite outside differences, people are often similar on the inside. Activity #1 Gather a group of young children and give one lemon to each child. Then ask the children to “get to know your lemon.” Children will examine their lemons -- smell them, touch them, throw them in the air, and roll them around. After a few minutes, collect the lemons in a big basket, and ask the children to find their lemons in the pile. Remarkably, most children will recognize their lemons at once. Some will even get protective of them. Next, ask the children to describe how they recognized their lemons. “My lemon was big,” one might say. “My lemon had a mark on one side.” And another, “My lemon had dents and bruises.” Then talk about how people, too, come in different sizes, different shapes, different shades of color, different “dents and bruises.” 12 After exploring these ideas, collect the lemons again but this time peel the lemons before placing them in the basket. Then ask the children to again find their lemon. Presented with this quandary, children will usually exclaim, “But the lemons all look the same!” This reaction opens the door to discussing how people, like lemons, are often similar on the inside. This 15-minute activity can have a long-lasting effect, especially if children are reminded of the lesson in times of conflict. Variations The lesson also works well with apples or potatoes. A Seat on the Bus: Reversing Musical Chairs Goal To show children how they can turn exclusive situations in inclusive ones. Activity #2 Begin with a classic game of “Musical Chairs”: 1. Place chairs in a circle with one fewer chair than there are students. 2. Play music and have the children walk around the chairs. 3. Tell students that when the music stops, they should quickly find a seat. Once they have done this and one person has nowhere to sit, challenge the group to find a way for everyone to have a seat. Children can sit on each other's laps, stand on the rungs connecting chair legs, or squeeze next to someone else on the same seat. Continue with a few successive rounds in which an additional chair is removed each time. Every time the group accommodates someone who would normally be excluded in a traditional game of Musical Chairs, compliment the students on their creativity. With each new round, the students will have more contact with each other and will be challenged to work even harder to find ways to be inclusive. You may also wish to connect this activity with historical information about Rosa Parks and the importance, literally and figuratively, of everyone having “a seat on the bus.” 13 Colors Matching Goal To show every child that their skin color is unique and beautiful. Activity #3 Have the children paint self-portraits, mixing colors to match their skin tone as closely as they can. When they are finished, ask them to think of a name for their color, such as “coffee,” “peaches,” or “olive.” What they will see is that everyone has a unique color, and that no one is truly “black” or “white.” Then make a rainbow of colors drawn from everyone in the class. Emphasize that there is nothing wrong with noticing someone else's color, because everyone's color is unique and beautiful. Point out that color is a good thing, because it makes life interesting and fun to look at. Without color, we wouldn't have as much fun watching the leaves change during autumn, and all our cartoons and paintings and TV shows would be in black and white. Goal To show how labels can influence our judgments about people, and to recognize the importance of getting to know people before making judgments about them. Background Labels are a useful way to organize information about people and events, but they all too often become substitutes for thought and experience. When labels are used as the sole source of information about other people, they limit our understanding and describe only one aspect of a person. “People Tags” is an activity that illustrates how misleading labels can be when applied to people. Activity #4 1. Prepare the lesson by printing one copy of the People Tags page for every four students. Cut up the page so that there are 4 people cards (Uncle Frederick, Aunt Mina, etc.), 8 object cards (dictionary, clock, etc.), and 4 fact cards in each set. 14 2. Divide students into groups of four. Give each group a set of 4 people cards and 8 object cards. Do not give out the fact cards yet. 3. Tell students to imagine they are doing holiday shopping for 4 relatives: 4. Uncle Frederick, a motorcycle rider 5. Aunt Mina, a librarian 6. Cousin Wei, a Navy recruit 7. Great-Aunt Keesha, a senior citizen 8. Ask students to choose a gift for each relative from the 8 object cards. 9. Then, after a few minutes, ask students: 10. Who gave Uncle Frederick the leather jacket? Cousin Wei the tattoo? Great- Aunt Keesha the rocking chair? 11. How did you decide who would get each gift? 12. How did labels like “motorcycle rider” and “senior citizen” influence your choices? 13. Pass out the fact cards and give students time to use this information in making their final gift choices. Discussion After students have finished deciding on gifts, ask the following questions: 1. What were the final gift choices you made, and why? 2. How did the new information change your gift choices? 3. What happens when we rely too much on labels? 4. If you had to choose a gift for someone you didn't know well, what could you do to make a good choice? 5. If someone new joined our class and we wanted to make that person feel welcome, what could we do? 6. Are there any other times when it would help to learn more about someone before making a judgment? Activity #5 1. What is your name? 2. What is father, s name? 3. What is your teacher’s name? 4. In which do you live? 15 5. What is your district name? 6. What is your country name? 7. In which class do you read? Activity #6 What is this? It is a blackboard. What is this? It is a school. What is this? She is a Teacher. 16 What is this? It is a Computer. Activity #7 Chose the correct options Pakistan is a Muslim _____________. a. Country b. City c. Province Word “Pakistan is ___________noun. a. Proper b. Common c. Vowel The word rich is an______. a. Verb b. Noun c. Adjective Karachi is the biggest city of__________ province a. Balouchistan b. Sindh c. Punjab 2.8 Education Expert’s views about creative activities Spike Dolomite Ward Artist & children’s art instructor I really believe that kids are born artists. They are naturally curious, imaginative, inventive and intuitive. Art gives kids the opportunity to explore those areas and grow in a safe environment because it is fun for them. Little children love to play, which is how they learn. Art helps children grow and develop through creative thinking Art helps children grow and develop through creative thinking and feeling. 17 I think art is about the process for kids, and not about the end product. So in the process of doing art, kids learn critical thinking, problem-solving, and develop social, emotional and physical skills, such as fine and gross motor skills. But really, early art doesn’t have to equal academic genius. It’s giving the kids the chance to express their creativity and learn what art is about which is freedom to think out of the box. Open-ended projects are important because the most important part of producing for a young child is the process, not the result. I think it’s important to pick projects that are doing have a “correct” end result. That way you won’t squelch a potential artistic genius. Letting your kids explore art without defining art for them is important. That way, they won’t become easily frustrated and hesitant or feel pressured to produce “correctly.” Also, remember to choose activities or projects that are short, but allow enough time for your kids to explore at their own pace. Plan things that are enjoyable and that will result in your kids feeling successful. At this stage, you are not trying to give “formal” art training to your kids so relax and don’t worry if you don’t think you, yourself, are good at art. Again, it’s the process of letting kids explore the art for themselves, so just provide the right materials and environment for them to do that. Make sure you pick non-toxic materials, forgive the mess, because there will always be a mess, and give your kids plenty of time to work on the project and enough warning for them to know when art time is about to be over. It would be wonderful if children had the opportunity to do art a couple times a day. But at minimum it should be a part of a child’s day at least once a day. Without art, I think there would be a severe lack of creative, imaginative thinkers and inventors. It’s the key to opening up a child’s mind. Prof.Dr. Shamim Hadier Tirmizi (Education Department from BZU.Multan) Prof.Dr. Shamim Hadier Tirmizi is an educationist expert in BZU Education department. He said that creative activities play a vital role in learning process in early stage of the learners. They take keen interest in participation of creative activities that is why they became active learners. In the same way audio visual aids play the role of second teacher for the child. He also criticizes the Govt, schools where creative activities are not regularly organized by teachers. He also pointed out 18 the lack of facilities in elementary schools. Only blackboard is available for the learners. Prof.Dr. Zafar Iqbal Rao (U E Multan Campus) Young children develop physical, social, intellectual, emotional and creative abilities known as creative development. These activities provide the learners to bear the troubles with patiently and work with class mates. Hidden abilities of learner are also development. The class environment is change due to interaction of the individual. Perviaz Iqbal (GCET, Bosan Road, Multan) These activities provide the Affective learning, Recreation, discipline, unity, strong mind and motivation in the child. Dr. Ulfat Kazmi (Nobel College for Education Bosan Road, Multan) Child personality is developing due to creative activities in the classroom. Dr. Khalid Mahoomad Khan (GCET, Rangeel Pur, Multan) Critical thinking is developing in the learner and confidence level is also improving how to face the challenges. 2.9 Child Care provider Comments Dorothy (Child care provider for 3 years) I think art is important because it teaches kids a lot of skills. For example, kids learn writing skills and motor skills while doing art projects. They also learn to recognize different colors and other general skills by doing art and they don’t even realize that’s what they are learning because they are having so much fun. And because there’s no right way to do an art project, they have the freedom to “design” things in their minds and to motivate themselves to use their creativity. It also helps 19 their reading and concentration skills because they focus on the art projects and do it to their satisfaction. I really believe that art greatly develops their mind. Karolina Ramirez (Child care provider for 6 years) I think open-ended art projects are important to have in my program for several reasons. It incites conversation between the kids and helps them to learn to communicate with each other. They also learn to work in groups and discuss how to do the projects together. I also think that some kids are able to express themselves better through art than through language. I think art is really important because it helps develop their self-esteem because they see something go from raw materials to their own “masterpieces.” Darlene Patterson (Family child care provider for 22 years and mother of three) I think that kids can tell you a lot about what’s going on with them through their artwork. Kids who don’t have a lot of language skills can really express themselves a lot better through the pictures they draw or paint. I also learned that they can tell you a lot about what’s going on in a child’s life. I think it’s important that child care providers and parents pay more attention to what kids are expressing through their artwork to see how they may be feeling. 2.10 Guidelines for teachers will foster creativity in the young child The following guidelines for teachers will foster creativity in the young child 1. Avoid patterns, ditto outlines, and coloring books. Allow children opportunities to experiment with art materials and media. Unstructured and “raw materials” allows the chance for creative expression. 2. Art allows children to develop positive views of them. Praise the child for working with the art supplies. Emphasize, “You can.” Discourage the use of models and patterns. 3. Praise the child's work. Communicate that you value uniqueness, diversity, and difference. 20 4. Comment on design, shape, and color. Avoid making the child tell you “what” the picture is about. This is especially true for younger children as they may not know. 5. Show how to use the art materials provided. Avoid doing the work for them or editing their work. 6. Relate to parents that in art, the process is more important than the product. 7. Provide opportunities for children to view works of art. Take a field trip to the library or local museum. Display great art in the classroom. 8. A child's artwork has many values and should be part of the curriculum. Yes, art requires preparation. Yes, it requires close supervision. And it's often messy. However, it contains great importance in programs for young children. 2.11 Scope of creative activities 2.11.1 Affective learning Only healthy bodies can have healthy minds in them. Healthy students are generally optimistic in their attitude towards life. Healthy minds learn effectively. 2.11.2 Recreation Participation in creative activities even for a short while can banish day’s fatigue and boredom. Creative activities remove boredom and then student learn effectively. 2.11.3 Discipline Due to creative activities students get awareness about discipline in classroom and every field of life. 2.11.4 Unity Activities teach us unity. Unity in the classroom and unity in the whole life. 2.11.5 Motivation Creative activities motivate to win or to be successful. In the same way students learn to get success in the examination or teaching learning activities. 21 2.11.6 Creative activities create interest in teaching Creative activities are a source of creation of interest in teaching learning process. 2.11.7 Bear realities Classroom activities are source of bear realities. In creative activities performers face result in sympathy and except. In the same way the students face results in open heart. 2.11.8 Strong mind In the different activities a student think different point of view. In this way his mind distribute in different categories. So student have strong mind. 2.11.9 Boldness Activities are a source of kill boldness. After such activities students have fresh mind, they start their study with full interest. 2.11.10 Learn psychology of children As in the creative activities psychology has the main concerned. In the creative activities psychology is involved. Performers use difference psychological tricks during the activities. He wants to learn psychology of the others performers to control in activities. So during this purpose he learns many important psychological tricks, which is helpful in the teaching learning process. So creative activities have important role in teaching learning process. So learning and creative activities are mutually linked. This linkage can be strengthening by the use of the different techniques. These techniques are helpful in learning. 2.12 Definitions of Audio Visual Aids 1. According to Burton: audio visual aids are those sensory objects or images which initiate or stimulate and reinforce learning. 2. According to Carter.v.Good: audio visual aids are those aids which help in completing the triangular process of learning that is motivation, classification and stimulation. 22 3. According to good’s dictionary of education: audio visual aids are any thing by means of which learning process may be encouraged or carried on through the sense of hearing or sense of sight. 2.13 Role of Audio visual Aids in learning process “A person, who succeeds in the right way, is the one who inspires others to succeed. He appreciates others' problems too and tells them how to solve them. We should remember that our children, the future generation, start from only where we end Anonymous. Why Audiovisual Aids is necessary? I hear, I forget I see, I remember I do, I understand 1. Visual perception contributes to about 90% to all human learning. 2. Maximum attention span of an adult learner is 20 min 3. To sustain attention and interest various stimuli are necessary 4. Audio Visuals will lead to more no. of senses used by learner. Example: Telling and showing. It is more effective than only telling or only showing Guidelines for Designing Audio visuals 1. Use simplified drawings 2. Visual should be made to scale 3. Use colors and dramatic pictures with humor 4. Information given should match the pace of learning 5. Use titles and questions liberally; 6. Make selective use of audio effects 7. Design learner friendly interactive multimedia systems 8. Details regarding chalk board, the most regularly used non-projected aid and over head projector, the most frequently employed projected aid are discussed below: 2.14 Types of Audio visual Teaching Aids One of the methods of classification of the available aids is based on projection and use of electronics gadgets. 23 A. V. Aids Non Projected Projected Electronic Books OHP Video Journals Slides CCTV Instructional manuals Film Strips Computers Hand outs Films etc. Internet Programmed texts Audio Chalk and other boards Radio etc. Charts Cut-outs Models etc. http://www.scribd.com/doc/11631190/6-Effective-Use-of-Audio-Visual-Aids 2.15 Advantages of A.V.Aids 1. A.V.Aids helps in effective perceptual and conceptual learning. 2. A.V.Aids helpful in capturing and sustaining attention of students. 3. A.V.Aids arouses interest and motivates students to learn. 4. A.V.Aids is helpful in new learning. 5. A.V.Aids helps in saving energy and time of both the teacher’s and students. 6. A.V.Aids provides near realistic experience. 7. A.V.Aids can meet individual demands. 8. A.V.Aids is useful in for education of masses. 2.16 Characteristics of good teaching aids Teaching aids should be: 1. Meaningful and purposeful 2. Motivates the learners 3. Accurate in every aspect 4. Simple and cheap 5. Improvised 24 6. Large in size 7. Up-to-date 8. Easily portable According to intellectual level of students Sources of A.V.Aids 1. Government 2. Educational institutions 3. Professional organizations 4. Non-governmental organizations 5. Voluntary organizations (national and international) 6. Commercial producers of educational material 7. Commercial advertisement 8. In nursing organizations like TNAI, INC...etc. Principles to Be Followed For the Effective Use of A.V.Aids 1. Audio visual materials should function as an integral part of the educational program. 2. A.V. Aids should be centralized, under specialized direction and leadership in educational programs. 3. An advisory committee consisting of representative from all areas of curriculum should be appointed to assist in selection and coordination of A.V. materials. 4. An education program should be flexible. 5. A.V. material should be carefully located to eliminate duplication, easy accessibility and convenient use. 6. A.V. material should be available whenever and wherever they needed for effective utilization as an integral part of curriculum. 7. Budget appropriations should be made regularly for A.V. education programs. 8. Periodic evaluation to be done to assess the function of, utilization and expenditure of the program. 25 2.17 Types of A.V. Aids Filmstrips Film strips are sequence of transparent still pictures with individual frames on 35mm film. A tap recorded narration can be synchronized with film strip. Each strip contains from 12 to 18 or more pictures. It is a fixed sequence of related stills on a roll of 35mm film or 8mm film. Principles 1. Preview filmstrips before using them and selected carefully to meet the needs of the topic to be taught. 2. Show again any part of the filmstrip needing more specific study. 3. Use filmstrip to stimulate emotions, build attitudes and to point up problems. 4. It should be introduced appropriately and its relationship to the topic of the study brought out. 5. Use a pointer to direct attention, to specific details on the screen. Types of filmstrip 1. Discussion filmstrip: it is continuous strip of film consisting of individual frames arranged in sequence usually with explanatory titles. 2. Sound slide film: it is similar to filmstrip but instead of explanatory titles or spoken discussion recorded explanation is audible, which is synchronized with the pictures. Advantages 1. Are compact, easily handled and always in proper sequence. 2. Can be supplemented with recordings. 3. Are inexpensive when quantity reproduction is required. 4. Are useful for group or individual study at projection rate are controlled by instructor or user. Non projected A.V. Aids Graphic aids It is a combination of graphic and pictorial material designed for the orderly and logical visualizing of relationships between key facts and ideas ex: comparisons, 26 relative amounts developments, processes, classification or organization. It includes the following. Charts Introduction These visual symbols used for summarizing, comparing, contrasting or performing other services in explaining subject matter. A chart is a combination of pictorial, graphic, numerical or vertical material, which presents a clear summary. Definition Chart is defined as a visual aid which depicts pictorial and written key information in systematic way to summarize, compare, ex: anatomical charts and figure, diagrams etc. Purposes 1. To visualize an item, it is otherwise difficult to explain only in words. 2. To highlight important points. 3. To provide outline for materials covered in presentation. 4. To show continuity in process. 5. For creating problems and stimulating thinking. 6. For showing development of structure. Flash Cards Definition “Flash cards are a set of pictured paper cards of varying sizes that are flashed one by one in a logical sequence.” ‘’Flash cards can be self made or commercially prepared and are made up of chart or drawing paper, plane paper using colors or ink on them for drawings.’’ Purposes 1. To teach the students. 2. To give health education. 3. Useful for small group. 4. Used in group discussions. 27 Posters Definition “Posters are the graphic aids with short quick and typical messages with attention capturing paintings.” Purposes 1. To provide general motivation. 2. To create an esthetic or atmospheric effect. 3. To communicate a more general idea. To thrust the message for leading to action. 4. For the class room and community. Preparation and rules 1. To do a special job. 2. To promote one point. 3. To support local demonstration. 4. Planned for specified people 5. Tell the message at single glance. 6. Use bold letters. 7. Use pleasing colors... 8. It should place, where people pass or gather. Features of a good poster 1. Brevity: message should be concise 2. Simplicity: message should be easily understandable 3. Idea: should base on single idea and it should be relevant. 4. Color: suitable color and combination should be used to make the poster attractive and eye catching. 5. Display: while displaying one should be sure to find a place where there is adequate light and where the larger population will see it. Advantages 1. It attracts attention. 2. It conveys the message very quickly. 28 3. It does not require a detailed study. 4. Good poster leads to action with good motivation 5. It can stand alone and is self explanatory. Disadvantages Poster does not always give enough information When a poster is seen for longer time it may not attractive. So it should be dynamic Maps Definition A map is a graphic aid representing the proportionately as a diagram, the surface of the earth, world or parts there of. It conveys the message by lines, symbols, words and colors. Types of maps 1. Political maps: these maps show political divisions of the world, a continent, a nation. 2. Physical maps: shows the physical contour of a place, area, and region. 3. Relief maps: it shows the actual elevations and depressions in a place, area, and region. 4. Weather maps: shows the amount of rains, temperature extremes, humidity in an area, region country. 5. Population maps: shows the distribution of population in various parts of region, country. 6. Picture or tourist maps: shows historical spots monumental sites etc. 7. Road maps: shows the roads of a region connecting various parts and points together. 8. Railway maps: shows the railway links between various points. 9. Air maps: shows the air routes between various points. 10. Sea root maps: shows the sea routes between various sea ports 29 3- Dimensional aids Models Definition: a model is a recognizable representation of a real thing three dimensionally, that is height, width, and depth is felt as reality. Types of models 1. Solid models: it is the replica of an original thing made with some suitable material like clay, plaster of Paris, wood, iron etc. to show the external parts of the things. Ex: globe, clay model of human and animal. 2. Cutaway and x-ray models: are the replicas of the original things to show internal parts of a thing. Cross sectional models are difficult to make in the class room or institutions as they require expertise to construct them. Ex: cross sectional model of human body. 3. Working models: these models are either actual working things or their miniature replicas. For illustrating an operation. Ex: a motor, a generator. 4. Sand models: made by using sand, clay, saw dust, ex: a tribal village, a forest area. Advantages 1. Models heighten reality of things and make learning direct and meaningful as they are three dimensional. 2. Models illustrate the application side of certain principles and laws. 3. Models explain the complex and intricate operations in a simplified way and thus make comprehension easier. 4. Models are lasting and ultimately work out to be cheaper teaching aids. 5. Still models are easy to make with the help of discarded materials like empty boxes, pins, clips, nails, and clay. 6. Models are to reasonable size and convenient to handle. 7. Models involve the use of all the five senses and thus make learning effective. Limitations 1. It requires expertise to make. 2. Time consuming. 3. Some of the models may be very expensive. 30 Exhibitions Many times in the school, a department of the school or a class put up their work for showing it to the people out side the school, and such a show called exhibitions. The pieces of work done by the students for an exhibition are called exhibits. Requisites for exhibition The exhibition should have a central theme with a few sub themes to focus attention to a particular concept 1. The exhibits should be clean, labeled properly. 2. The concepts of contrast in color and size should be used for lying out the exhibitions. 3. The exhibits should be so placed so the most visitors, can see them. 4. The place and exhibits should be well lighted. 5. To capture attention and interest of visitors, both motion and sound should be utilized. 6. The exhibition should have some exhibits with operative mechanism such as switches, handles, to be operated by the visitors to observe some happenings. 7. The exhibition should include lot of demonstrations as they involve deeply the students and the visitors. 8. The exhibition should be able to relate various subjects’ areas to provide integrated learning. Advantages 1. Exhibitions inspire the students to learn by doing things themselves and they get a sense of involvement. 2. Exhibitions give students a sense of accomplishment and achievement. 3. Exhibitions develop social skills of communication, cooperation, coordination. 4. Exhibitions foster better school community relations and make community members conscious about the school. 5. Exhibitions couple information with pleasure. 6. Exhibitions foster creativity among students. 31 Disadvantages 1. Requires thorough preparation. 2. Time consuming. 3. Require funds or budget. Dioramas Definitions A diorama is a three dimensional arrangement of related objects, models, and cut outs to illustrate a central theme or concept. The objects and models are generally placed in a big box or show case with a glass covering and background printed with a shade or a scene. Ex: a harvest scene, a planting scene etc. Advantages 1. Provide a good opportunity to learn. 2. It gives the appearance of actual things which can not be brought to the class room. 3. Interesting and enhance creativity. 4. Live things also can shown in diorama ex: aquarium. 5. Provides students to do project works. Disadvantages 1. Sometimes cost effective. 2. Needs expatriation for the preparation. 3. Require budget. 4. Sometimes it may misguide the student if is not the replica of actual thing. Display boards Chalk board Definition A chalkboard or blackboard is a reusable writing surface on which text or drawings are made with chalk or other erasable markers. Blackboards were originally made of smooth, thin sheets of black or dark grey slate stone. Modern versions are often green or brown and are thus sometimes called a green board or brown board instead. 32 A blackboard can simply be a piece of board painted with matte dark paint (usually black or dark green). A more modern variation consists of a coiled sheet of plastic drawn across two parallel rollers, which can be scrolled to create additional writing space while saving what has been written. The highest grade chalkboards are made of rougher version porcelain enameled steel (black, green, blue or sometimes other colors). Porcelain is very hard wearing and chalkboards made of porcelain usually last 10-20 years in intensive use. Blackboards have disadvantages They produce a fair amount of dust, depending on the quality of chalk used. Some people find this uncomfortable or may be allergic to it, and there has been speculation about links between chalk dust and respiratory problems. The dust also precludes the use of chalk in areas shared with dust-sensitive equipment such as computers. However, these alternative methods of displaying information have drawbacks of their own. The scratching of fingernails on a blackboard is a sound that is well-known for being extremely irritating. Blackboards are also used in many establishments (typically public houses) as a form of advertising often for upcoming events and menus - as well as to keep the score in darts matches. Bulletin board Definition It is a soft board which will hold pins or tags almost suitable. Simple device placed either indoor or outdoor. Items generally displayed are photographs, publications, posters, news paper cut outs. Advantages Explains important events Reports special activities. Disadvantages 1. Not effective for illiterate group. 2. Takes lot of preplanning and preparation. A bulletin board (pin board, pin board or notice board in British English) is a place where people can leave public messages, for example, to advertise things to buy or sell announce events or provide information. Dormitory corridors, well-trafficked hallways, lobbies, and freestanding kiosks often have cork boards attached to facilitate the posting of notices. At some universities, lampposts, bollards, trees, and 33 walls often become impromptu postering sites in areas where official boards are sparse in number. Tape Recorder A tape recorder is a portable electronic gadget to record, reproduce, erase and re record sound on a magnetic tape. This device can be used without much fuss by any body by operating the following press buttons attached to the recorder, via, stop, play, wind, rewind, record, pause, and eject. Uses: it is used to learn foreign languages, rhymes, and songs with clarity. Grame phones like radio gramophones are also important teaching devices. 2.18 Creative activities/ Activity Aids There are certain learning situations in which student participation through direct experiences can be easily incorporated, these are called activity aids. The activity teaching aids are really of great value as they put students in a role of active seekers of knowledge. There are five important activity teaching aids, which are listed below: 1. Field trips. 2. Demonstrations. 3. Experiments. 4. Dramatizations. Field trips Definitions According to Hedger ken Field trip may be defined as “an educational procedure by which the student studies firsthand objects and materials in their natural environment.” Types of field trips Depending on the place of visit and its duration, field trips are mainly of the following four types, namely. 1. Local school trips. 2. Community trip. 3. Educational trips. 4. The natural hunt. Advantages of field trip Field trip provides learning experience in the real life situation by direct contact with objects, process, and systems and thus has many advantages which are enumerated as follows: 1. It provides accurate information objects, process, and systems in their real life setting. 2. It provides meaningful direct experience and hence results in lasting learning. 34 3. The students learning can be easily diverted towards effective learning. 4. Field trips are valuable aids to what students are curious about the natural and man-made process and objects. 5. Field trips can effectively supplement the classroom learning through application and reviewing the experiences of student. Limitations of field trip 1. A field trip may be occasional activity which at best supplements some learning segments of the syllabus. 2. They can be expensive and out of reach for many disadvantaged and poor students. 3. Field trips require proper and detailed planning to make them meaningful otherwise the trip leads to confusion, and fails to fulfill the requirement. Demonstrations Demonstration method is a concrete visual aid, because of its wide use in the teaching of nurses. In nursing education, it is used for this purpose and also for clinics, conferences, laboratory classes, symposia, autopsies, and teaching of health to patients. The demonstration method teaches by explanation and exhibition. In short, it is a performance to show a process or activity to others. When a teacher demonstrates, students observe and imitate to learn. 35 Advantages of demonstration The following are the advantages of demonstration method. 1. It activates several senses. This increases learning, because it gives a better opportunity for observational learning. 2. It clarifies the underlying principles by demonstrating the ‘why’ or ‘how’ of the procedure. 3. It provokes interest by use of concrete illustrations. 4. It correlates theory with practice engages student’s attention and concentration. 5. It encourages student’s participation in learning through questions and answers as the teacher performs. Experiment An experiment is a learning activity in which students collect and interpret observations using measuring instruments to reach some conclusions. In science subjects experiments are used invariably used as instructional aid as they encourage learning by doing. While giving a lesson on an experiment, the teacher should organize the instruction so as to make the students aware of the following steps of the experiments: 1. Objectives of the experiments. 2. Apparatus required. 3. Procedure or methodology. 4. Observations of data. 5. Computation (totaling) of the observations made. 6. Results or conclusion. 7. Precautions. 8. Ideas for future work. The student performs the experiment and writes a report on it. Showing the cause and effect relationship. Dramatization Dramatization is a very potent method of keeping the class room instruction lively and interesting. When a teacher dramatizes a lesson, the students become both the spectators and participants. This makes learning easy and permanents. Types of dramatizations Suitable for class room instruction:- 1. Role-play. 2. Play lets. 3. Pageants. 4. Pantomime. 5. Tableaux. Advantages of dramatization 36 1. Dramatization gives an added advantage of students working as both observers (spectators) and doers (participants) unlike in experiment where there are just doers and in demonstration where there are just observers. 2. Dramatization makes learning a pleasure children love to act and show off. 3. Dramatization involves students totally and they appreciate the lessons remember it better. 4. Dramatization develops the social skills required for them such as cooperation, co-ordination, punctuality, and human relations etc. 5. Dramatization makes students creative, sensitive, and alert. 2.19 Importance of A.V. Aids at elementary school level In audio visual aids methods in teaching Edgar Dale high lights importance and benefits of using audio visual aids at elementary level. 1. Audio visual aids cultivate motivation and interest among the students and have been observed that student’s response to a film is much better than to a teacher’s explanation. 2. These modern equipments help teachers the level of the students and the effects of these aids on their minds are permanent and everlasting. 3. These different aids help students to increase their vocabulary because they offer a change from the normal class routine. 4. Another advantage of audio visual aids is that both teachers as well as students are able to save much of their time due to the usage of these special aids. 5. They also enable teachers to create language atmosphere in the class and make language learning quite easy, nature and effective. 6. They reduce verbalism. 7. A V aids reduce self –activity. 8. Finally, a teacher has to speak more in the presence of these aids and student’s participations become more active than the teacher’s in the classroom. In a nutshell the use of audio visual aids makes teaching effective and learning easy making the transfer of knowledge an interesting activity. 2.20 Causes for Lack of creative activities and A.V.Aids at elementary Level There are certain causes responsible for the lack of A.V.Aids at elementary school level, such as: 37 1. Large size classes. 2. Poor training of teachers. 3. Curriculum is not activity based at elementary level. 4. System of examination at elementary level. 5. Poor planning of teachers for creative activities. 6. Lack of motivation in students. 7. Lack of teaching A.V. Aids in elementary schools. 8. Lack of experts at elementary schools. 9. Lack of discipline in classrooms. 10. Lack of creative environment for students in classrooms. 11. Lack of interest in students for creative activities. 12. Lack of training facilities of teachers in schools how to use A.V.Aids in teaching. 13. Teachers are unable to use modern teaching A.V.Aids in classroom. 2.21 Present Conditions of Govt. Elementary Schools Elementary education plays a vital role in the development of higher education. But unfortunaty, in Pakistan the situation in primary schools is very verse due to poor evaluation system at district level. Teacher teaches in class only 20 minutes daily according to the report of World Bank (daily Jang 12 December, 2012). Mostly elementary schools where only one or two teachers available for a strength of 200 students. The physical facilities are not available only a blackboard is available in schools for activities. Teacher qualification at primary is also a question mark. Traditional methodology of teachers not change due lack of teachers training and careless attitude of elementary teachers. They performing their duty according to their own will. In this situation mostly people are not satisfied with the performance of elementary schools and admitted children in private schools for better learning environment. The situation in elementary schools for learning is very poor especially in rural and remote areas schools. Govt. trying their best to appointed highly qualified and energetic teachers for the improvement of education system at this level. Supervision system at district level must be improved by the Govt. for better learning environment in school education. Govt. provides A.V.Aids at elementary schools according to their needs. Teachers training programmes are also conducted by Govt. to improve the 38 teaching methodology of teachers. Chapter-III RESEARCH METHODOLOGY The main objective of this research is to find out the “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” In this chapter, research methodology is described and explanation of the procedure has been given. So, the nature of the research, selection of the topic, preparation of questionnaire, distribution of questionnaire, return of questionnaire and material, analysis of the material, all the research method has been given in this chapter. 39 3.1 Selection of Topic In any research the first important problem is the selection of the topic. Selection of the topic reveals the whole knowledge about problem. About the selection of the topic, Dr. Ehsan Ullah in his research writes that research is vast procedure that involve different pattern of the knowledge. (Dr. Ehsan 1991, P: 46) The researcher has selected the topic due to personal interest and from the suggestion of the supervisor. 3.2 Nature of Research For the research, descriptive method is used. Because the descriptive method reveals the present situation of the problem. Descriptive method is helpful for finding all the related problem of the topic. In descriptive method, survey procedure is adopted. 3.3 Target material After the selection of the topic, concerned data is obtained through the proper medium. For this purpose, the researcher obtained information from related books, magazine, encyclopedia, Internet and from questionnaire. Researcher has consulted the libraries of B.Z.U and GCET, Muzaffargah and internet and views of educational experts. 3.4 Population of the study All the students and teachers of 10 Govt. Elementary Schools in Tehsil Muzaffargarh were the population of the study. 3.5 Sample of study (20) Teachers and (50) students of (10) Govt. Elementary Schools of Muzaffargarh Tehsil were chosen in the sample using the random sampling technique. 1. (05) Govt. Girls Elementary schools. 2. (05) Govt. Boys Elementary schools. 3. (02) Teachers from each Elementary school. 4. (05) Capable students of each elementary school. (Indicates by the class teachers). Names of these Elementary schools were mentioned in Appendix-C in this research. 40 3.6 Instrument Information was collected though the rating scale which was developed with the help of supervisor. The rating scale was obviously in English but I divided in Urdu for students because the students of elementary level not properly understand in English. The rating scale was consisted 32 items. (16 for teachers and 16 for students). 3.7 Tool of the research To achieve the objective of the study following tools were applied. Evaluation sheet (Questionnaire). 1. For Teachers. 2. For Students. The questionnaire was developed consisting of (32) thirty two questions by Likert Scale. 3.8 Pilot study After preparation of questionnaire, it was given to two teachers who were not included in sample. Mistakes were pointed out. Their correction was done. Questionnaire was arranged by approval of supervisor. 41 3.9 Data collection procedure (Organization of Questionnaire) The questionnaire was administrated to all members of sample. The respondent was given instruction. After, filling questionnaire, the questionnaires were collected by hand. In this way all the questionnaires were collected. 3.10 Analysis of Questionnaire The collected data was calculated which was taken from the teachers and students. The questionnaires were analyzed by statistical method of percentage and mean. Following statistical tools were used for analysis of the data. 1. Percentage 2. Average (Mean) Component Percentage = �100 Total 5n1 + 4n2 + 3n3 + 2n4 + n5 Average ( Mean) = X = N 5n1 = S.A = Strongly Agreed 4n2 = A = Agreed 3n3 = U.D = Undecided 2n4 = D.A = Disagreed 1n5 = S.D.A = Strongly Disagreed N = Total (Researcher own assumption) Statement is low if mean is = 3.30 or below Statement is high if mean is = 3.31 or above. 42 Chapter- IV ANALYSIS AND INTERPRETATION OF DATA This chapter deals with the presentation of data collected in the form of 32 tables and 32 figures (16 for teachers and 16 for students) and followed by their description. Teacher’s Questionnaire Table 4.1 Statement: Hidden abilities of the students are polished through creative activities. Opinion SA A UA DA SDA Teachers (20) 7 9 2 2 0 Percentage % 35 45 10 10 0 Mean 4.05 Table 4.1 indicates that 35% of the respondents are strongly agreed about statement 45% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement. The average of the responses is 4.05 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.1 43 Table 4.2 Statement: Audio visual aids give the real touch to learning process at elementary level. Opinion SA A UA DA SDA Teachers (20) 8 7 3 0 2 Percentage % 40 35 15 0 10 Mean 3.35 Table 4.2 indicates that 40% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 15% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 10% respondents are strongly disagreed with this statement. The average of the responses is 3.35 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.2 44 Table 4.3 Statement: Proper time should be given to creative activities along with studies. Opinion SA A UA DA SDA Teachers (20) 5 6 4 2 3 Percentage % 25 30 20 10 15 Mean 3.4 Table 4.3 indicates that 25% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 15% respondents are strongly disagreed with this statement. The average of the responses is 3.4 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.3 45 Table 4.4 Statement: Lesson planning is very important in teaching at elementary level. Opinion SA A UA DA SDA Teachers (20) 10 8 0 2 0 Percentage % 50 40 0 10 0 Mean 4.3 Table 4.4 indicates that 50% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement. The average of the responses is 4.3 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.4 46 Table 4.5 Statement: Use of audio visual aids at elementary level is time consuming. Opinion SA A UA DA SDA Teachers (20) 5 7 4 0 4 Percentage % 25 35 20 0 20 Mean 3.45 Table 4.5 indicates that 25% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 20% respondents are strongly disagreed with this statement. The average of the responses is 3.45 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.5 47 Table 4.6 Statement: You feel that students are unable to participate in creative activities at elementary level. Opinion SA A UA DA SDA Teachers (20) 5 4 3 3 5 Percentage % 25 20 15 15 25 Mean 3.05 Table 4.6 indicates that 25% of the respondents are strongly agreed about statement 20% of the respondents are agreed and 15% of the respondents are unable to decide about the statement. 15% of the respondents disagreed and 25% respondents are strongly disagreed with this statement. The average of the responses is 3.05 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.6 48 Table 4.7 Statement: You can easily use A.V.Aids according to the subject and learners mentality. Opinion SA A UA DA SDA Teachers (20) 8 10 0 0 2 Percentage % 40 50 0 0 10 Mean 4.1 Table 4.7 indicates that 40% of the respondents are strongly agreed about statement 50% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 10% respondents are strongly disagreed with this statement. The average of the responses is 4.1 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.7 49 Table 4.8 Statement: Home environment play a key role in child learning at elementary level. Opinion SA A UA DA SDA Teachers (20) 6 8 0 4 2 Percentage % 30 40 0 20 10 Mean 3.6 Table 4.8 indicates that 30% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 10% respondents are strongly disagreed with this statement. The average of the responses is 3.6 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.8 50 Table 4.9 Statement: Extra interest in the co-curricular activities makes the students duffer in studies. Opinion SA A UA DA SDA Teachers (20) 4 5 4 3 4 Percentage % 20 25 20 15 20 Mean 3.1 Table 4.9 indicates that 20% of the respondents are strongly agreed about statement 25% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 15% of the respondents disagreed and 20% respondents are strongly disagreed with this statement. The average of the responses is 3.1 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.9 51 Table 4.10 Statement: You ignored the use of A.V.Aids and creative activities due to limited time and larger classes. Opinion SA A UA DA SDA Teachers (20) 7 9 0 2 2 Percentage % 35 45 0 10 10 Mean 3.85 Table 4.10 indicates that 35% of the respondents are strongly agreed about statement 45% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 10% respondents are strongly disagreed with this statement. The average of the responses is 3.85 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.10 52 Table 4.11 Statement: Do you think creative activities and use of A.V.Aids create motivation in students? Opinion SA A UA DA SDA Teachers (20) 4 7 3 2 4 Percentage % 20 35 15 10 20 Mean 3.25 Table 4.11 indicates that 20% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 15% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 20% respondents are strongly disagreed with this statement. The average of the responses is 3.25 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.11 53 Table 4.12 Statement: Our elementary curriculum developed on activity based learning. Opinion SA A UA DA SDA Teachers (20) 4 5 2 5 4 Percentage % 20 25 10 25 20 Mean 3 Table 4.12 indicates that 20% of the respondents are strongly agreed about statement 25% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 25% of the respondents disagreed and 20% respondents are strongly disagreed with this statement. The average of the responses is 3 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.12 54 Table 4.13 Statement: You are capable to arrange creative activities in class. Opinion SA A UA DA SDA Teachers (20) 8 10 0 2 0 Percentage % 40 50 0 10 0 Mean 4.2 Table 4.13 indicates that 40% of the respondents are strongly agreed about statement 50% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement. The average of the responses is 4.2 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.13 55 Table 4.14 Statement: You are satisfied with the available facilities in your schools. Opinion SA A UA DA SDA Teachers (20) 3 4 0 6 7 Percentage % 15 20 0 30 35 Mean 2.5 Table 4.14 indicates that 15% of the respondents are strongly agreed about statement 20% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 30% of the respondents disagreed and 35% respondents are strongly disagreed with this statement. The average of the responses is 2.5 which mean that the level of agreement with the statement is very low. This situation is presented in the following figure. Figure 4.14 56 Table 4.15 Statement: You agree that creative activities help in character building for the students. Opinion SA A UA DA SDA Teachers (20) 3 7 2 4 4 Percentage % 15 35 10 20 20 Mean 3.05 Table 4.15 indicates that 15% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 20% respondents are strongly disagreed with this statement. The average of the responses is 3.05 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.15 57 Table 4.16 Statement: You think emotional creativity is a measure of how children respond to their environment. Opinion SA A UA DA SDA Teachers (20) 6 8 0 0 6 Percentage % 30 40 0 0 30 Mean 3.4 Table 4.16 indicates that 30% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 30% respondents are strongly disagreed with this statement. The average of the responses is 3.4 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.16 58 Questionnaire for Students Table 4.17 Statement: You learn better through creative activities in classroom. Opinion SA A UA DA SDA Students (50) 14 16 3 9 8 Percentage % 28 32 6 18 16 Mean 3.38 Table 4.17 indicates that 28% of the respondents are strongly agreed about statement 32% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 16% respondents are strongly disagreed with this statement. The average of the responses is 3.38 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.17 59 Table 4.18 Statement: You participate in different classroom activities for learning process. Opinion SA A UA DA SDA Students (50) 13 16 6 7 8 Percentage % 26 32 12 14 16 Mean 3.38 Table 4.18 indicates that 26% of the respondents are strongly agreed about statement 32% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 14% of the respondents disagreed and 16% respondents are strongly disagreed with this statement. The average of the responses is 3.38 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.18 60 Table 4.19 Statement: Your teachers arrange creative activities in classroom. Opinion SA A UA DA SDA Students (50) 10 11 7 9 13 Percentage % 20 22 14 18 26 Mean 2.92 Table 4.19 indicates that 20% of the respondents are strongly agreed about statement 22% of the respondents are agreed and 14% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 26% respondents are strongly disagreed with this statement. The average of the responses is 2.92 which mean that the level of agreement with the statement is very low. This situation is presented in the following figure. Figure 4.19 61 Table 4.20 Statement: Your teachers use A.V.Aids during teaching. Opinion SA A UA DA SDA Students (50) 10 9 8 10 13 Percentage % 20 18 16 20 26 Mean 2.86 Table 4.20 indicates that 20% of the respondents are strongly agreed about statement 18% of the respondents are agreed and 16% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 26% respondents are strongly disagreed with this statement. The average of the responses is 2.86 which mean that the level of agreement with the statement is very low. This situation is presented in the following figure. Figure 4.20 62 Table 4.21 Statement: Learning process becomes innovate due to use of A.V.Aids in classroom. Opinion SA A UA DA SDA Students (50) 20 13 5 5 7 Percentage % 40 26 10 10 14 Mean 3.68 Table 4.21 indicates that 40% of the respondents are strongly agreed about statement 26% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 14% respondents are strongly disagreed with this statement. The average of the responses is 3.68 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.21 63 Table 4.22 Statement: A.V.Aids is available in your school. Opinion SA A UA DA SDA Students (50) 6 8 5 14 17 Percentage % 12 16 10 28 34 Mean 2.44 Table 4.22 indicates that 12% of the respondents are strongly agreed about statement 16% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 28% of the respondents disagreed and 34% respondents are strongly disagreed with this statement. The average of the responses is 2.44 which mean that the level of agreement with the statement is very low. This situation is presented in the following figure. Figure 4.22 64 Table 4.23 Statement: A.V.Aids and activities create interest in your learning. Opinion SA A UA DA SDA Students (50) 14 17 5 6 8 Percentage % 28 34 10 12 16 Mean 3.46 Table 4.23 indicates that 28% of the respondents are strongly agreed about statement 34% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 12% of the respondents disagreed and 16% respondents are strongly disagreed with this statement. The average of the responses is 3.46 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.23 65 Table 4.24 Statement: Your confidence is developing due to participation in creative activities for learning process. Opinion SA A UA DA SDA Students (50) 13 15 3 10 9 Percentage % 26 30 6 20 18 Mean 3.26 Table 4.24 indicates that 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 18% respondents are strongly disagreed with this statement. The average of the responses is 3.26 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.24 66 Table 4.25 Statement: Use of A.V.Aids and creative activities are helpful to finish boredom in classroom. Opinion SA A UA DA SDA Students (50) 13 15 3 7 12 Percentage % 26 30 6 14 24 Mean 3 Table 4.25 indicates that 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 14% of the respondents disagreed and 24% respondents are strongly disagreed with this statement. The average of the responses is 3 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.25 67 Table 4.26 Statement: Classroom environment becomes undisciplined due to poor planning in activities. Opinion SA A UA DA SDA Students (50) 13 17 5 9 6 Percentage % 26 34 10 18 12 Mean 3.44 Table 4.26 indicates that 26% of the respondents are strongly agreed about statement 34% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 12% respondents are strongly disagreed with this statement. The average of the responses is 3.44 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.26 68 Table 4.27 Statement: Teachers use different tricks of interest during teaching. Opinion SA A UA DA SDA Students (50) 10 14 6 12 8 Percentage % 20 28 12 24 16 Mean 3 Table 4.27 indicates that 20% of the respondents are strongly agreed about statement 28% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 24% of the respondents disagreed and 16% respondents are strongly disagreed with this statement. The average of the responses is 3 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.27 69 Table 4.28 Statement: Your family members help you in learning. Opinion SA A UA DA SDA Students (50) 12 15 6 9 8 Percentage % 24 30 12 18 16 Mean 3.24 Table 4.28 indicates that 24% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 16% respondents are strongly disagreed with this statement. The average of the responses is 3.24 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.28 70 Table 4.29 Statement: Your teachers appreciate you in your good performance. Opinion SA A UA DA SDA Students (50) 17 23 0 4 6 Percentage % 34 46 0 8 12 Mean 3.82 Table 4.29 indicates that 34% of the respondents are strongly agreed about statement 46% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 8% of the respondents disagreed and 12% respondents are strongly disagreed with this statement. The average of the responses is 3.82 which mean that the level of agreement with the statement is very high. This situation is presented in the following figure. Figure 4.29 71 Table 4.30 Statement: Traditional teaching style is change due to use of A.V.Aids in classroom. Opinion SA A UA DA SDA Students (50) 16 19 4 5 6 Percentage % 32 38 8 10 12 Mean 3.68 Table 4.30 indicates that 32% of the respondents are strongly agreed about statement 38% of the respondents are agreed and 8% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 12% respondents are strongly disagreed with this statement. The average of the responses is 3.68 which mean that the level of agreement with the statement is high. This situation is presented in the following figure. Figure 4.30 72 Table 4.31 Statement: Creative activities create unity among students. Opinion SA A UA DA SDA Students (50) 13 15 5 6 11 Percentage % 26 30 10 12 22 Mean 3.18 Table 4.31 indicates that 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 12% of the respondents disagreed and 22% respondents are strongly disagreed with this statement. The average of the responses is 3.18 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.31 73 Table 4.32 Statement: Uses of A.V.Aids increase the expanses of education. Opinion SA A UA DA SDA Students (50) 12 14 3 12 9 Percentage % 24 28 6 24 18 Mean 3.16 Table 4.32 indicates that 24% of the respondents are strongly agreed about statement 28% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 24% of the respondents disagreed and 18% respondents are strongly disagreed with this statement. The average of the responses is 3.16 which mean that the level of agreement with the statement is low. This situation is presented in the following figure. Figure 4.32 74 Chapter- V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter deals with summary, findings, conclusions and recommendations of the study. 5.1 Summary The aim of the study was to find out the opinion of the both teacher and students about the “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” Researcher made the statement of the problem after selecting the topic. A v aids play very significance role in learning process. A research procedure was evolved for the future to accomplish the study successfully. In this respect, the review of the related literature enables the researcher to decide the objectives of the study. Related literature and material was obtained from the books, magazines, internet, research report, libraries of different colleges and universities. The objectives of the study were determined and research method planned after consideration. The study was delimited to 10 elementary schools of Muzaffargarh Tehsil. Random sampling technique was used to collect the samples. Questionnaire was used as research tool. Questionnaire was consisted of 32 questions related to problem. Sample was consisted of 16 teachers and 16 students. Researcher distributed the questionnaire in the shape of tables. Questionnaire was distributed by hand to collect data. The collected data was analyzed with statistical tools. 5.2 Findings Following findings were presented from the data collected of the study. Teachers Findings 1. 35% of the respondents are strongly agreed about statement 45% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement that Hidden abilities of the students are polished through creative activities. 2. 40% of the respondents are strongly agreed about statement 35% of the 75 respondents are agreed and 15% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 10% respondents are strongly disagreed with this statement that Audio visual aids give the real touch to learning process at elementary level. 3. 25% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 15% respondents are strongly disagreed with this statement that Proper time should be given to creative activities along with studies. 4. 50% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement that Lesson planning is very important in teaching at elementary level. 5. 25% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 20% respondents are strongly disagreed with this statement that Use of audio visual aids at elementary level is time consuming. 6. 25% of the respondents are strongly agreed about statement 20% of the respondents are agreed and 15% of the respondents are unable to decide about the statement. 15% of the respondents disagreed and 25% respondents are strongly disagreed with this statement that you feel that students are unable to participate in creative activities at elementary level. 7. 40% of the respondents are strongly agreed about statement 50% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 10% respondents are strongly disagreed with this statement that you can easily use A.V.Aids according to the subject and learners mentality. 8. 30% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 10% respondents are strongly disagreed with this statement that Home environment play a key role in child learning at elementary level. 76 9. 20% of the respondents are strongly agreed about statement 25% of the respondents are agreed and 20% of the respondents are unable to decide about the statement. 15% of the respondents disagreed and 20% respondents are strongly disagreed with this statement that Extra interest in the co- curricular activities makes the students duffer in studies. 10. 35% of the respondents are strongly agreed about statement 45% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 10% respondents are strongly disagreed with this statement that you ignored the use of A.V.Aids and creative activities due to limited time and larger classes. 11. 20% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 15% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 20% respondents are strongly disagreed with this statement that do you think creative activities and use of A.V.Aids create motivation in students? 12. 20% of the respondents are strongly agreed about statement 25% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 25% of the respondents disagreed and 20% respondents are strongly disagreed with this statement that our elementary curriculum developed on activity based learning. 13. 40% of the respondents are strongly agreed about statement 50% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 0% respondents are strongly disagreed with this statement that you are capable to arrange creative activities in class. 14. 15% of the respondents are strongly agreed about statement 20% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 30% of the respondents disagreed and 35% respondents are strongly disagreed with this statement that you are satisfied with the available facilities in your schools. 15. 15% of the respondents are strongly agreed about statement 35% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 20% respondents are strongly disagreed with this statement that you agree that creative 77 activities help in character building for the students. 16. 30% of the respondents are strongly agreed about statement 40% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 0% of the respondents disagreed and 30% respondents are strongly disagreed with this statement that you think emotional creativity is a measure of how children respond to their environment. Students Findings 17. 28% of the respondents are strongly agreed about statement 32% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 16% respondents are strongly disagreed with this statement that you learn better through creative activities in classroom. 18. 26% of the respondents are strongly agreed about statement 32% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 14% of the respondents disagreed and 16% respondents are strongly disagreed with this statement that you participate in different classroom activities for learning process. 19. 20% of the respondents are strongly agreed about statement 22% of the respondents are agreed and 14% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 26% respondents are strongly disagreed with this statement that your teachers arrange creative activities in classroom. 20. 20% of the respondents are strongly agreed about statement 18% of the respondents are agreed and 16% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 26% respondents are strongly disagreed with this statement that your teachers use A.V.Aids during teaching. 21. 40% of the respondents are strongly agreed about statement 26% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 14% respondents are strongly disagreed with this statement that learning process becomes innovate due to use of A.V.Aids in classroom. 22. 12% of the respondents are strongly agreed about statement 16% of the 78 respondents are agreed and 10% of the respondents are unable to decide about the statement. 28% of the respondents disagreed and 34% respondents are strongly disagreed with this statement that A.V.Aids is available in your school. 23. 28% of the respondents are strongly agreed about statement 34% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 12% of the respondents disagreed and 16% respondents are strongly disagreed with this statement that A.V.Aids and activities create interest in your learning. 24. 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 20% of the respondents disagreed and 18% respondents are strongly disagreed with this statement that your confidence is developing due to participation in creative activities for learning process. 25. 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 14% of the respondents disagreed and 24% respondents are strongly disagreed with this statement that Use of A.V.Aids and creative activities are helpful to finish boredom in classroom. 26. 26% of the respondents are strongly agreed about statement 34% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 12% respondents are strongly disagreed with this statement that Classroom environment becomes undisciplined due to poor planning in activities. 27. 20% of the respondents are strongly agreed about statement 28% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 24% of the respondents disagreed and 16% respondents are strongly disagreed with this statement that Teachers use different tricks of interest during teaching. 28. 24% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 12% of the respondents are unable to decide about the statement. 18% of the respondents disagreed and 16% respondents are strongly disagreed with this statement that your family members help you in learning. 79 29. 34% of the respondents are strongly agreed about statement 46% of the respondents are agreed and 0% of the respondents are unable to decide about the statement. 8% of the respondents disagreed and 12% respondents are strongly disagreed with this statement that your teachers appreciate you in your good performance. 30. 32% of the respondents are strongly agreed about statement 38% of the respondents are agreed and 8% of the respondents are unable to decide about the statement. 10% of the respondents disagreed and 12% respondents are strongly disagreed with this statement that Traditional teaching style is change due to use of A.V.Aids in classroom. 31. 26% of the respondents are strongly agreed about statement 30% of the respondents are agreed and 10% of the respondents are unable to decide about the statement. 12% of the respondents disagreed and 22% respondents are strongly disagreed with this statement that Creative activities create unity among students. 32. 24% of the respondents are strongly agreed about statement 28% of the respondents are agreed and 6% of the respondents are unable to decide about the statement. 24% of the respondents disagreed and 18% respondents are strongly disagreed with this statement that Uses of A.V.Aids increase the expanses of education. 5.3 Conclusions Following were the conclusions of the study on the bases of findings. 1. Many basic ideas such as unity, character building, and motivational techniques can be learnt from creative activities. 2. Creative activities teach to practice, tolerance, honesty, dignity and other moral values. 3. Learning can be derived from creative activities. 4. According to both teacher and students, creative activities are useful in creating peaceful environment of learning. 5. Creative activities help to face difficulties. 6. Creative activities provide us a lot of recreation and fun. 7. Most of the students learn unity through creative activities. 8. Creative activities are directly related to training of character and personality. 80 9. Creative activities increase the confidence among students. 10. Majority of the students (70%) say that traditional teaching style is change due to use of A.V.Aids in classroom. 11. Majority of the students (56%) say that use of A.V.Aids and creative activities are helpful to finish boredom in classroom. 12. Minority of the students (28%) say that A.V.Aids is available in your school. 13. Majority of teachers (80%) say that hidden abilities of the students are polished through creative activities. 14. Majority of teachers (90%) say that lesson planning is very important in teaching at elementary level. 15. Majority of teachers (80%) say they ignored the use of A.V.Aids and creative activities due to limited time and larger classes. 16. Minority of teachers (35%) say that they are satisfied with the available facilities in your schools. 5.4 Recommendations The following are the recommendations of the research: 1. Creative activities involve physical involvement of the students. Teachers should organize different creative activities. 2. Govt. should provide A.V.Aids at elementary level for the improvement of learning process. 3. Teacher should use A.V.Aids in classroom for the creation of innovate environment in classroom. 4. Teachers should use different techniques such as use of flash cards. 5. Teachers training programme should be arranged in such a way that involved different techniques that are derived from creative activities. 6. Student’s interest must be kept in minds about creative activities. 7. Creative activities should be given proper weight in the school curricula. 8. Govt. should provide extra funds for the purchasing of good A.V.Aids at elementary level. 9. Govt. should provide training to teachers how to use A.V.Aids and tools of teaching in class. 10. Govt. arranges workshops to improve the teaching methods of the teachers. 11. Curriculum at elementary level should be on activity based. 81 BIBLIOGRAPHY Adapted from Looking at Ourselves and Others, U.S. Peace Corps, and Common (International Solidarity Program of the Ontario Secondary School Teachers' Federation). Adapted from What Makes People Different Colors?, Teaching Tolerance. Alfred State University (1991). Definition of Teaching Excellence. Retrieved from http://facstaff.alfredstate.edu/hr/manual/emplresp.html on Feb 2, 2013. Carolyn R. (N.D) Tomlin Play & Creativity / Creative Expression Importance of Art Activities. Feildman, Roberts. (1993). Understanding Psychology. New York: Publisher by word man Graphics, Inc. Francis M. Quinn’s. (3rd Ed, 1997). The principles and practice in nursing education. United Kingdom. Stanley thrones publications. Frank and Wagrall, C. (1987). Encyclopedia of Education. London: Oxford University Press. Kerri, M. (Apr 30, 2010) Creative Development in Early Childhood. Kochkar, S.K. (2000). Methods and Techniques of Teaching, New Delhi: Retrieved from www.wfate.org/papers/Research_paper_Teaching_methods.pdf on Feb 15, 2013. KP, Neeraja’s (1st Ed, 2003). Text book of Education. Delhi: Jaypee brother’s medical publishers. Loretta E. Heidgerken’s (2003). Teaching and Learning in Nursing Education twelfth impression. Delhi. Konark publishers. Ranga, R.R. (2005). Methods of Teacher Training. New Delhi: Discovery Publishing House. Rashid M. Dr. (1999). Allied Material of Education Psychology Code 840, Published By National Book Foundation. Riri Isriyah Suryati (N.D). Teaching through Audio Visual Aids.Landon: publisher. B.T.Bavantappas (1st Ed, 2003). Nursing Education. New Delhi: Jaypee brother’s publication. Stern-LaRosa, C. M. (2001). Talking to Your Child about Hatred and Prejudice, Anti- Defamation League. 82 Sullivan, RL & McIntosh, N. (1996). Delivering Effective Lectures, Retrieved from http://cte.umdnj.edu/traditional_teaching/traditional_lecture.cfm on 29 Jan, 2013. Sullivan, RL & McIntosh, N. (1996). Delivering Effective Lectures, Retrieved from http://cte.umdnj.edu/traditional_teaching/traditional_lecture.cfm on 20 Jan, 2011. Vijayalakshmi, K.S. (2004). Teaching Strategies: Present Practices and Future Directions. New Delhi: APH Publishing Corporation. Zafar Iqbal M. Dr. (Ed 3rd 2007). Education Psychology Code 840, Islamabad: Published By: Allama Iqbal Open University. http://www.ehow.com/about_6403534_creative-development-early- childhood.html#ixzz0wygr7M1V. http://www.ehow.com/about_6403534_creative-development-early- childhood.html#ixzz0wI5IJ8Ft. 83 APPENDICES Appendix − A QUESTIONNAIRE Respected Teachers, I am the students of M.Ed in university of Education Lahore under GCET, Muzaffargarh. In these days, I am doing research on the topic “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” I am in need of co-operation from you for this. You have to fill the questionnaire, so that I come to know your view about it. All the information will be considered secret and this information will be used in the research and not for any other purpose. Thanks Umar Daraz Roll No. 65 Class. M.Ed GCET, Muzaffargarh. Name Experience Qualification Grade School S.A = Strongly Agree A = Agree D.A = Disagreed U.D = Undecided S.D.A = Strongly Disagree Sr. No. Statements SA A U.D D.A S.D.A Hidden abilities of the students are polished through 1 creative activities. Audio visual aids give the real touch to learning process at 2 elementary level. Proper time should be given to creative activities along 3 with studies. Lesson planning is very important in teaching at 4 elementary level. 5 Use of audio visual aids at elementary level is time 84 Sr. No. Statements SA A U.D D.A S.D.A consuming. You feel that students are unable to participate in creative 6 activities at elementary level. You can easily use A.V.Aids according to the subject and 7 learners mentality. Home environment play a key role in child learning at 8 elementary level. Extra interest in the co-curricular activities makes the 9 students duffer in studies. You ignored the use of A.V.Aids and creative activities 10 due to limited time and larger classes. Do you think creative activities and use of A.V.Aids create 11 motivation in students? Our elementary curriculum developed on activity based 12 learning. 13 You are capable to arrange creative activities in class. You are satisfied with the available facilities in your 14 schools. You agree that creative activities help in character 15 building for the students. You think emotional creativity is a measure of how 16 children respond to their environment. 85 Appendix − B QUESTIONNAIRE Dear Students, I am the students of M.Ed in university of Education Lahore under GCET, Muzaffargarh. In these days, I am doing research on the topic “Role of Creative Activities and Audio Visual Aids using in Learning Process at Elementary Level.” I am in need of co-operation from you for this. You have to fill the questionnaire, so that I come to know your view about it. All the information will be considered secret and this information will be used in the research and not for any other purpose. Thanks Umar Daraz Roll No. 65 Class. M.Ed GCET, Muzaffargarh. Name Class Age Name of School S.A = Strongly Agree A = Agree D.A = Disagreed U.D = Undecided S.D.A = Strongly Disagree Sr. No. Statements SA A U.D D.A S.D.A 1 You learn better through creative activities in classroom. You participate in different classroom activities for 2 learning process. 3 Your teachers arrange creative activities in classroom. 4 Your teachers use A.V.Aids during teaching. Learning process becomes innovate due to use of 5 A.V.Aids in classroom. 6 A.V.Aids is available in your school. 7 A.V.Aids and activities create interest in your learning. 86 Sr. No. Statements SA A U.D D.A S.D.A Your confidence is developing due to participation in 8 creative activities for learning process. Use of A.V.Aids and creative activities are helpful to 9 finish boredom in classroom. Classroom environment becomes undisciplined due to 10 poor planning in activities. 11 Teachers use different tricks of interest during teaching. 12 Your family members help you in learning. 13 Your teachers appreciate you in your good performance. Traditional teaching style is change due to use of A.V.Aids 14 in classroom. 15 Creative activities create unity among students. 16 Uses of A.V.Aids increase the expanses of education. Appendix − C LIST OF GOVT, ELEMENTARY SCHOOLS 1. Govt. Boys Elementary School Pacca Ghalwan, Muzaffargarh. 2. Govt. Boys Elementary School Mehar Pur, Muzaffargarh. 87 3. Govt. Boys Elementary School Chohar Pur, Muzaffargarh. 4. Govt. Boys Elementary School Aziz Khokar Wala, Muzaffargarh. 5. Govt. Boys Elementary School Mondka, Muzaffargarh. 6. Govt. Girls Elementary School Basti Qazi, Muzaffargarh. 7. Govt. Girls Elementary School Saadat Abad, Muzaffargarh. 8. Govt. Girls Elementary School Basti Dittan Wali, Muzaffargarh. 9. Govt. Girls Elementary School Mondka, Muzaffargarh. 10. Govt. Girls Elementary School Basti Kharik, Muzaffargarh. 88