Effects of Visual Thinking Strategies on High school Students’ Visual Perception

In Partial Fulfillment

Of the Requirement for the Course

The Child and Adolescence Learners and Learning Principles

(EDUC 101)

Sophia S. Pecasion

Dayan Ul M. Moya

Jainah D. Papelleras

Maria Kassandra P. Gunayan

Carl Taganas

October 2022
 INTRODUCTION

Rationale

Visual perception is a primary source of information as people interpret

and make sense of the world around them. Human eyes are favored to be a

mechanism and 70% of the body’s entire set of sensory receptors are located on

the retinas. Many educators agree that there is a close connection between

vision and learning. Much of what a child learns is through visual system; as this

is our most influential sense and it has a huge impact on learning(Cole, 2021). If

we consider that reading and writing, along with using computers and problem

solving are all visual task that children perform daily, once could agree that much

of the learning takes place through their eyes. If a child has difficulties with visual

perception they might have difficulty in completing in their daily activities,

academic performance, self-regulation, etc. And if a child is left untreated this will

lead to anxiety, stress, frustration, socialization problems, withdrawal and poor

self-esteem (Pienaar, 2019).

Plessis (2022) claimed that there are many different types of vision

problems that may occur in individual, and these are referred to as functional

vision problems. Some visual perception problems are like; physical

abnormalities of the eyes, structural vision problems that may be present at birth

or caused by injury or illness, some caused by problems that affect the efficiency

of the visual system. Visual perception problems often exist with structural or

functional vision disorders but also occur to an individual without these disorders,
for instance, “An individual may have good eyesight but have developmental

delays, learning disabilities and may demonstrate problems with visual

perception.

According to Vasilikitsa (2020), Visual perception plays significance to an

individual especially on high school learners. It is the brain’s ability to interpret

what is seen and collect information around them. It also affects growth and

development to individuals that presents itself in academic skills like reading,

writing, math, and movement. Difficulties of visual perception make learners find

daily task extremely stressful, so it is important to recognize the signs and

symptoms of appropriate development. On high school learners, visual

perception is highly critical component of learning. If one has visual perception

problems they have trouble recognizing, remembering, and organizing visual

images like written and pictorial symbols. Studies have linked visual perception to

dyslexia and dyscalculia. Dyslexia is a learning disorder that involves difficulty

reading due to problem identifying speech sounds and how letters and words

relate to each other. Weakness in understanding the meaning of numbers, and

difficulty applying and solve math problems, and this is called Dyscalculia.

Visual perception is an important part of the cognitive process. Where our

brain does an enormous amount of cognitive work all the time; taking, storing,

recovering information and put it to work. Such processing allows us to interact

intelligently with the world around us, and all of this function effectively with the

use of visual perception. The use of visual skills supports the process of cognitive
perception, where our brain creates a mental image of what is visually perceived

so that an individual identify and categorize things in an effective way.

As stated by Rainey (2021), Visual Thinking Strategy (VTS) is inquiry

teaching method that improves a student’s ability to describe, analyze, and

interpret images and information through observing with the use of visual

perception. With the use of visual compared to traditional text-based or lecture-

based learning it develop critical thinking skills and encourage participation

among students’ especially visual learners.This teaching method facilitates

discussions with the use of art images to give both positive effect on both

students and teachers. VTS focus on three essential questions; “What’s going on

in the image? “What do you see that makes you say that?”, and “What more can

we find?”. By the use of this it provides effective teaching method improves

critical thinking skills and foster relationship with others (Wertheimer, 2022).

VTS perhaps the simplest way that teacher’s provide and to easily

gainstudents’attention and by the use of method facilitating discussions of art

images, enabling oral and written language, and visual literacy. Through VTS,

students easily recall and remember through looking at images, videos, clips by

the use of visual perception. Learners are also motivated and enable to present

their own ideas, while respecting and learning from others. (Williams, Heida,

Burns, et al., 2016) By implementing VTS on teaching it also develop creativity

and making meaning by observing carefully, deciphering patterns, and

generating more ideas (Kappan, 2013).

needs visual perception to perform, it is said it must reach the cerebral cortex to

be effectively perceived and understood but some data are often missing details

when a visual information are sent from the eyes to the visual cortex. It does not

only need to be seen but also need to be understood. Even if a learner has a

good visual perception they can also have difficulties in learning visually. We

have this called, “Prior knowledge”, it is defined as all the knowledge of an

individual one has before learning about a particular topic. Prior knowledge helps

learners who have difficulties on sight. If a teacher implements a visual thinking

strategy on her teaching, a learner could just recall and remember what the

activities they performed at that time despite of having raw sensory where they

take in data that are often partial and missing out details, and this is where visual

system or prior knowledge regularly fills in extensive details to create enrich

representation of visual objects. These visual feature representations are

reconstructed in early process that undergoes kinetic transformation (Chong,

Familiar, et al., 2015)

One of the easiest ways to ensure that learners store information in their

long-term memory is to pair with visual strategy. One study stated the

effectiveness of using visual; only 10-20% of written or spoken information,

almost 65% of visual information, 9% text alone when reading immediately

without visual, and 83% if visual is used. By the use of visual strategies it

transmit messages faster, improve comprehension, it cues trigger emotions, and

motivate learners. It is also important to put in mind using visuals can also
negatively impact learning if they are used inappropriately. On the other hand,

when used productively it has the power to enrich communication and stimulate

emotional response (Burmark, 2021).

This chapter presents the research design, research locale, population

and sample, research instrument, data collection, and statistical tools used by the

researchers to come up with this study.

Research Design

This study will employ a Quantitative Non-experimental Correlational

design as this study aims to describe the effect of Visual thinking strategies on

high school visual perception..