For the purposes of this study, media is defined as “all means of communication, whatever its format. With respect to education, media are the symbol systems that teachers and students use to represent knowledge; technology is the tools that allow them to share their knowledge representations with others.
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Summary of “The Impact of Media on the Learning Process of Students”:
The word medium comes from the Latin word medius (middle). A medium (plural media) is a channel of communication, derived from the Latin word meaning “between”. The term refers to anything that carries Information between a source and a receiver. Definition of media focus on use of Technologies plus concepts and contexts (Dewdney & Ride, 2006, Flew, 2004, Heinich, 1996). Media are the means for transmitting or deliver messages and in teaching-learning perspective delivering content to the learners, to achieve effective instruction. Media or instructional Technology for learning-teaching process provide with the tools to engage learners powerfully in the learning process. It greatly enhance the effectiveness of communication. If it is properly designed, skillfully produced and effectively used have great influence on teaching& learning
For the research purpose, the researcher randomly selected six school of Lahore and randomly selected 2 section of 9th class and 2 section of 10th. The total population was 180 and sample size was 45 students. The researcher randomly selected 22 students as experimental group and 23 as control group. To see the impact of media of learning the researcher give a questioner of 25 questions. Data was analyzed by using SPSS and T-test was applied.
A teacher can make more effective use of media if he/she understand underlying concepts about teaching-learning process. Behaviorists stress external control over a learner’s behavior, so specify behavioral (performance) objectives; instructional design and media are highly structured. While cognitive stress internal or learner control over mental process, so specify cognitive objectives, allow learners to employ their own cognitive strategies. Instructional design and media is less structured (Hoban, 2002, Klein, 2002, Wisker & Brown, 1996, Ausubel, Novak and Hanesian 1978).
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