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Instructional Media

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Instructional Media
PHASE I: PROBLEM IDENTIFICATION
RATIONALE
Most mentors from different schools―elementary, secondary, colleges and universities―not only in the Philippines but globally, utilize varieties of instructional media in teaching their students. These include (1) real objects and models, (2) printed text (books, handouts, work sheets), (3) printed visuals (photos, drawings, charts, graphs), (4) display boards (chalk, bulletin, multipurpose), (5) interactive whiteboards, (6) overhead transparencies, (7) slides and filmstrips, (8) audio (tape, disc, voice), (9) video and film (tape and disc), (10) television (live), (11) computer software, and (12) the Web.
It is well known among educators that the educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences. The instructional media add elements of reality by providing such concrete examples. In general, these are seen by educators as aids rather than substitutions for the teacher. A teacher spends an uneven amount of his time in routine chores—in collecting and assigning books and materials and in marking—that could be partly prevented if aids could be so constructed as to free him to concentrate on the central job of promoting understanding.
The study focuses mainly on determining the advantages and gains of instructional media as it is used in teaching secondary students of Calbayog City National High School during the school year 2010-2011. Utilization of instructional media in secondary schools has been researched but still, there are some queries which are still remain unanswered. Relevant ideas are still needed to complete the various studies in relation to this. Most educators are asking if this media would make a difference in the performance of the class. At the same time, teachers are asking if there exists the best mean to support the course delivery. The learning environment of a classroom assisted by instructional media, specifically
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