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Benefits of Visual Literacy in PYP Classrooms Students' Perspective

Prince Sultan University

mar zs

on 27 January 2015

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Transcript of Benefits of Visual Literacy in PYP Classrooms Students' Perspective

Variables Under Investigation
Spelling, grammar and mechanics will have no influence on the results of the study.
The effectiveness of VL was gauged by the use of vocabulary in context and increased number of ideas to write about a specific topic
What is Visual Literacy?
The term “visual literacy” was first coined by John Debes in (1969)

"Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Images and visual media may include photographs, illustrations, drawings, maps, diagrams, advertisements, and other visual messages and representations, both still and moving."

Benefits of Visual Literacy in Preparatory Year Programme (PYP) Classrooms: STUDENTS’ PERSPECTIVE
Rationale of this Study
Writing Samples
Qualitative responses from the questionnaire

Research Design
Researchers being visual learners themselves and fascinated by the VL theories present in the literature, this study attempts to investigate the effectiveness of VL in the context of PYP classrooms.
3. Do visual aids help to understand vocabulary in context?
2. Does project based visual literacy help students to improve their writing skill?
1. Do visuals (still or motion) help a student to get enough information or ideas to write about the topic?
Research Objectives
Findings of this Study
Standard Five Performance indicators of a visual literate:
Figure 8- Text analysis per writing sample of the first draft before Visual input
Figure 8.1 Text analysis per writing sample of a Final draft after Visual (still and motion) input

We would like to extend our gratitude to our supervisor Ms. Maria Zaheer for generously giving us this golden opportunity and her useful advice to do this research. We didn’t only enjoy doing it, but also learned a lot of new things.
Thank You

Any Questions?
Q6- Do you think visuals help you to understand the text? If yes, how?​
Q7- Any comments\suggestions you wish to add to help your teacher understand how visuals can be used in a class?
Researchers | Duaa Zeyad | Joud Altuwaijri | Safa'a Albohaisi | Salwa Zahi | Shahad Altaiyeb
Research Questions
Quantitative Findings RQ-3: Students’ Feedback

Investigational Task Criteria​
Visual Literacy Competency Standards
Learning outcomes after
the input of Visual Learning
Supervised by: Ms. Maria Zaheer
This study will examine the effectiveness of Visual Literacy (VL) in 4 sections of 010 level
Preparatory Year Programme (PYP) at Prince Sultan University (PSU).

Data was collected with the help of a survey from 100 students and with a series of investigatory tasks.
Source: The Association of College and Research Libraries Image Resources Interest Group).
Data was collected by using mixed methods approach in order to triangulate the quantitative data with qualitative data.
100 students were surveyed.


Q5- How does doing presentations and research projects help you to improve your writing?
Text Analysis
Practical Application #1
Project based VL
Practical Application #2: Vocabulary: Pictionary in Context
Practical Application # 1: ​
Integrated Skills VL
Practical Applications
The project based learning showed improvement when the PYP students of PSU start doing their presentations through the semester with the help of still visuals (e.g. images) .
It improved the students’ writing proficiency level and they became visually literate .
They could look at the visual with the eye of the visual’s creator and broadened their critical thinking abilities.
Their skills enhancement was seen between the first draft (before visual input) and the final draft (after visual-still and motion input) as presented in the results.
Limitations of the Study
This study was on a small scale in case of sample size and limited to written production.
The participants were PYP students of level 010 or B1/B2. So the results cannot be generalized to other levels of language proficiency.
The participants of the experimental groups were not the members of both genders; monolinguals belonging to different origins and young adult learners age of 16 and above.
The results may vary with multilingual groups and learners below this age or adult learners.
This study was done on NAS in Saudi Arabia due to purposive sample. Due to this fact NS were not taken into account within or outside SA. Hence, their perception about VL cannot reflect to larger population of Students.
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