THE POSITIVE INFLUENCE OF IMAGES AND GRAPHICS PRESENTATIONS IN TEACHING TEXTS FOR KEEPING STUDENTS' ATTENTION AND CONCENTRATION

Abstract

We live in a world where visuals are becoming very important, as most information is presented as acombination of words and pictures which provide the opportunity to create concrete and abstract ideas for readingthrough the formation of images in the mind. Everything in the world is a photo. The written (text) is a photo, andthe photo represents a text. Visual literacy is the ability to use images to construct meaning. The advantages ofsymbols have long been recognized, which is why we are increasingly incorporating symbolic teaching and learningtoday. Using words and images allows the thought process to be visible, that is, it allows us to put ideas on paper,out of the brain, where we can explore them more deeply. Since visualization is considered a factor that directlyaffects the level of understanding and retention of students’ attention, many remarks addressed the inclusion of thiscomponent in the preliminary books. To gather experience and findings about the impact of the inclusion of imagesand visual representations on the attention of students, a questionnaire was carried out with teachers who worked inthe lower primary cycle. However, since the research problem has to do with the positive impact of these visualshows on maintaining the students' attention, direct observation of the students was also carried out. The researchwill reveal data and qualitative analysis obtained from the observation of students of the lower primary cycle of twoschools in the cities of Tetovo, Skopje, Gostivar, and Kiçevo, one of which is a school in the city and one in thevillage. The retention of students' attention has been compared using books that are supported by visual andcontrasting images. The data collected from the statements collected from the questionnaires and qualitative datacollected from the observation are analyzed with statistical procedures and methods. The arithmetic mean was usedto describe the quantitative data obtained from this research. To measure the variability of the data, the standarddeviation measure was used, a t-test of statistical significance and ANOVA were used to determine the differencesbetween the groups, while the Pearson correlation coefficient was used to determine the relationship between thevariables. The results obtained about this complicated and active act, prompt many questions, but also support manyconclusions that cause different associations and suggest many solutions presented in the relevant research in theform of suggestions.