The Role of Films in Education: A Study on the Relationship between Films and Education

This study investigates the relationship between films and education and the roles that are played by the films in education on the basis of the teachers and the students. The study is based on the responses that were collected from the teachers as well as the students of the department of Mass Communication and Media Arts American International University –Bangladesh.

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Abstract: The path responsible for the creation of the efforts for the congregation of the leitmotif might be
termed as film production. The film is known to address the issue within a limited period as well as amass
the structure in a positive manner. The short films are very useful for the purpose of education both during
their production as well as their times of screening. Th following study attempted an investigation on the
relationship between films and education and the roles that are played by the films in education on the basis
of the teachers and the students. The study is majorly based on the responses that were collected from the
teachers as well as the students of the department of Mass Communication and Media Arts American
International University –Bangladesh. The questionnaires used for the study were based on the views of the
students, the teachers as well as the producers and the viewers of the documentaries.
Keywords: Film, Documentary, Education, Multimedia class, Student
1. Introduction
Human loves to taste everything in the world by his five
senses. Who else in this world does not want to see his
own eyes? Who else does not want to hear with his own
ears? Everyone wants because of the taste, because of
fulfilment of mental desire. Another common but
interesting human psychology is a tendency of
remembering the every fact of his past. Scientifically it is
quite impossible to remember everything because of the
memory and oblivion. It is a fundamental part of human
brain cycle. If you catch up and hold on a new thing in
your brain cell, you have to forget something old and as a
consequence the brain cells make the required space by
deleting the old data.
The studies divulged that students better taught their
lectures through multi-media presentations rather than
conventional lectures. Considering that the students are
able to focus on lecture for 16-20 minutes at most during
the class hour [1], using films gains significant
importance in order to attract attention for a long time.
Hartley and Davies [2] clinched that during verbal-based
education, the university students were able to remember
70 % of what had been taught in the first 10 minutes and
only 20 % of what had been taught within the last 10
minutes.
Özcan Demirel [3-5] conducted a study on remembering.
Demirel emphasized the memorability rate of the
knowledge according to the sense organs and concluded
that people remembered 50 % of what they see and hear
and 80 % of what they see, hear and say [3-5]. So it is
obvious that if the process of learning is multi-sensory
organ oriented then there will be greater chance to keep
the educational materials in to the brain cell long lasted.
2. Backdrop of study
Though the world education process is changing day-by-
day but conventional approaches are still followed by
most of the south Asian countries. Very few things have
been modified but it is not remarkable. They do have
some practical elements alongside with theoretical
courses and students do well in those subjects. United
Nation published an article named Education through
Film: Showing the relevance of the UN. In that article,
author, Krasno, Jean [6] has tried to demonstrate the
knowledge and concern of people about United Nation.
In her article, she mentioned about a large group of
people who do not have the real knowledge on how one
of the giant Organization is actually functioning. Many
people are still in doubt about the activities of UN. And it
is seemingly impossible to make each doubter understand
in a few words the purpose of an organization. This
organization has been working on basically addressing
humanitarian needs, deploying peacekeeping troops,
pursuing peaceful solution to conflict and many more
hurdles. The only way to address these ups and downs in
support of the UN is to better educate people on what it
does. And no way to do that is through film [6].
According to author, the film “Uncertain Soil” is based on
the activities of UN. The film covers the ruse, from the
first UN Emergency Force in the Suez to Cyprus, Western
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Sahara, Bosnia and Herzegovina, Sierra Leone and
Kosovo and most complex operation and the politics
behind the scene. Though research was extensive but the
motion production tells the story of those who do the task
as peacekeeper by destroying weapons, set the programs
for crisis solution, refugee camp etc. The film also talks
about the story of military officers, commanders and even
the deskman. This is what people need to see for
themselves: the United Nations doing very relevant work
around the world [6].
During fall session 2009, American International
University of Bangladesh, department of Mass
Communication offered psychology course. From the
very beginning of the course, all the students found it so
difficult to understand the concept. Many students failed
in the class test exam. By trying hard, the course teacher
was tired to give the real understanding of psychology.
Next week, the tutor came in to the class without any
lecture materials. She told the class about her frustration
not to make the students understand and the fear of
student regarding the course. That day she didn’t take the
class but run a movie ‘Obedience’ on the projector. In the
same way, students watched and enjoyed different movies
like Blackboard Jungle by Richard Brooks [7], Psycho by
Alfred Hitchcock [8], Taare Zameen Par-by Amir Khan
[9], Educating Peter by Gerardine Wurzburg [10] and
other few films each class and after watching the each
movie, teacher used to discuss about the film with
students, talked about the term used in the film. Gradually
students develop the sense on many areas of psychology.
Then she entered into the lecture materials. As a
consequence most of the students in her class did fantastic
result in the final exam. It was magic. She could think in a
different way rather conventional educational method and
she was successful. This was the good real example of
education through film. Didactic films on learning and
behavior modification are also used to help teachers better
understand the process of learning and the influence of
behavior modification in the classroom [11].
3. Theory of learning
Joseph B. Duckworth is a professor of education at San
Diego State University has successfully exhibited the
effectiveness of films in education. He mentioned film as
a new approach of learning. He pointed about the
effectiveness of printed page or books and multi-media
learning or and teaching tools. Since long time films and
movies have had an excellent impact on every society, but
yet they have not secured a place in the curriculum. But
there is a shimmer of hope as well. In the last few years
film courses and media studies have emerged in
numerous institutes and the response from the students
and guardians are remarkable [11].
Film is a solid state to communicate the people. And it is
important to communicate to students the proper
knowledge, educate the students in an effective way, no
matter how you communicate. As different people have
various ways of learning so it is important to follow the
redundancy. In that respect film can be a learning tool as
well because movies provide a concrete way to present
important information [4]
Though there are many theories of learning but the prime
objective should always be active and making sure the
implementation of knowledge.
4. Method
The study was basically conducted to examine using film
in education. The qualitative data comprise of total 100
departmental and non-departmental students-teachers of
American International University-Bangladesh. The
questionnaires were set as marked only option as an
answer. The total numbers of the questions were six. The
questionnaires were distributed among the audiences after
watching the film. Each question got four ‘marked’
options and those are ‘strongly agree’, ‘agree’, ‘uncertain’
and ‘disagree’.
5. Research design- case study (experimental part)
The paper uses a descriptive and qualitative case study to
detail what and how Mass Communication students
executed and what they told they had learnt from their
project through the semester. The study was based on
National Culture and heritage, one of the subjects of fall
session 2010 in American International University of
Bangladesh. The course was basically divided into three
distinct parts, initial was formulating a topic and research
on it and the second part was to shape the document into
celluloid and final phase was to achieve the goal of the
study, education through film. Forty departmental
students were divided into three groups to collect the data
from different areas regarding ‘Pottery Industry of
Bangladesh and one of them was coordinator. The course
tutor was moderator for that study. Each group collected
raw data and still pictures for the further phase,
filmmaking. When all the data were collected, then the
coordinator and moderator did the project summery. After
summarizing data and sorting out of still pictures the
script was written and the department finalized the film
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location, budget and shooting schedule.
Production: Due to sufficient preproduction works and
research, the production phase was smooth. The
University authority supported the logistics. Though there
was a skilled cameraman with the team but most of the
cases students did camera, sound and light work when
shooting by the guidance of director. The film was
extensively shot in numerous areas where mostly the
pottery industry were located. The film was shot
approximately 45 minutes footage altogether through
more than two weeks. In production phase sometimes it
was difficult to follow the script. Sometimes improvised
questions were asked due to further information.
Postproduction: after huge diligent production activities
the director, camerapersons and editor watched the raw
footages at editing panel. By doing precision the film
came into 21 min. But still the panel members thought it
was not précised. Same way after three times of addition
and deduction the final output of the film came into 10.49
minutes. It was difficult to cut the scenes from the very
beloved and hard-working footage.
Though it was 10 minutes film more specifically a
documentary film but the labor behind that project was
immense and immaculate.
After completion of the film, the department of Mass
Communication projected the film in university
auditorium where departmental, non-departmental
students and teachers were invited not only watch the film
but answer few questions.
6. Feedback
There are numerous positive feedbacks from both
students and teachers. Here are some few examples of
their valuable comments that evidently indicate what they
thought they had learnt.
 Student No.1- “It was really an amusing time to
spend alongside such people who are truly artists.
I feel proud of it.”
 Student No.2- “We really got bored with our
typical in class lecture. But by doing this practical
task we are feeling happy and I personally believe
I have learnt something different without reading
materials throughout the semester.”
 Student No.3- “I profoundly believe every
department should use this effective medium for
education. Every department should have at least
one course like this each semester.”
 Teacher No.1- “This is a fantastic response from
the student. They really have done well. The most
notable thing is for doing such a project they were
so excited. Their spirit of enterprise was eye-
catching.”
 Teacher No.2- “We found less students
attendance in many semesters with full of
theoretical classes. But in this semester we have
seen maximum attendance. So this indicates the
success of newly designed course.”
 Teacher No.3- “This is an example that how
education is not a food to guzzling but perceived
knowledge. I appreciate the tutor, students and all
of them who cooperated to do the film. The
students are not only getting inspired by this but
they also more concern about a culture of the
particular society on who they filmed with.”
7. Limitation
Though the study was so successful but in term of audio-
visuals aspect, it also faced some hindrances. During data
collection, the respondents couldn’t give the sufficient
time for interview. As most of them are potter by
profession so they were too busy to answer all the
questions.
8. Result:
The outcome of the study was pretty outstanding. After
watching of the film on the projector on the last day of
semester in an auditorium with departmental and non-
departmental students and teachers, the final part of the
study was conducted: students-teachers interview.
Depending on few questions, the findings are shown
below.
Q.1: Do you support the film as a part of the course?
 Findings: 95% of departmental students, 85% of
non-departmental students and 60% of teachers
marked item ‘Strongly Agree’ where 3% of
departmental, 10% of non-departmental and 20%
of teachers marked ‘Agree’. Rest of the students
were indecisive. Among the 20% of teachers,
15% were confused and 5% were not convinced.
Strongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 95%
3% 2% 0%
85%
10% 5% 0%
60%
20% 15% 5%
Departmental Non-departmental Teacher
Fig.1
Q.2: Film has had a notable impact on students result
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grade.
Findings: 96% of departmental students, 89% of non-
departmental students and 47% of teachers marked item
‘Strongly Agree’ where 4% of departmental, 9% of non-
departmental and 24% of teachers marked ‘Agree’. Rest
of the students were jumbled. Among the 29% of
teachers, 19% were confused and 10% were not
convinced
Srtongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 96%
4% 0% 0%
89%
9% 2% 0%
47%
24% 19% 10%
Departmental Non-Departmental
Teachers
Fig. 2
Q.3: The film can be a lecture support of the course.
 Finding: 98% of departmental students, 90% of
non-departmental students and 66% of teachers
marked item ‘Strongly Agree’ where 2% of
departmental, 6% of non-departmental and 9% of
teachers marked ‘Agree’. Rest of the students
were indecisive. Among the 25% of teachers,
10% were confused and 15% were not convinced.
Strongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 98%
2% 0% 0%
90%
6% 4% 0%
66%
9% 10% 15%
Departmental Non-departmental Teacher
Fig. 3
Q.4: Making and watching film increase better
understanding on the relative course content.
 Finding: 87% of departmental students, 79% of
non-departmental students and 51% of teachers
marked item ‘Strongly Agree’ where 5% of
departmental, 2% of non-departmental and 8% of
teachers marked ‘Agree’. Rest of the students
were indecisive. Among the 41% of teachers,
23% were confused and 18% were not convinced.
Strongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 87%
5% 8% 0%
79%
2% 19%
0%
51%
8% 23% 18%
Departmental Non-departmental
Teacher
Fig. 4
Q.5: Film is an effective medium that motivates the
student on education.
 93% of departmental students, 86% of non-
departmental students and 68% of teachers
marked item ‘Strongly Agree’ where 4% of
departmental, 11% of non-departmental and 18%
of teachers marked ‘Agree’. Rest of the students
were indecisive. Among the 14% of teachers,
11% were confused and 3% were not convinced.
Strongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 93%
4% 3% 0%
86%
11% 3% 0%
68%
18% 11% 3%
Departmental Non-departmental
Teacher
Fig. 5
Q.6: Film should be merged with course curriculum for
effectual education.
 99% of departmental students, 90% of non-
departmental students and 50% of teachers
marked item ‘Strongly Agree’ where 1% of
departmental, 5% of non-departmental and 10%
of teachers marked ‘Agree’. Rest of the students
were indecisive. Among the 40% of teachers, 5%
were confused and 35% were disagreeing.
Strongly
Agree Agree Uncertain Disagree
0%
20%
40%
60%
80%
100% 99%
1% 0% 0%
90%
5% 5% 0%
50%
10% 5%
35%
Departmental Non-departmental
Teacher
Fig. 6
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9. Conclusion
It is really not sufficient to define film or education in
such few words. Both film and education are vast in
respect of knowledge and power on society. Film has a
massive range of people all over the world. It can rapidly
convey the message to the people what it aims to. The
film is an attempt to reach out to students and the general
public with what we hope is a compelling story [6].
The result says sometimes bit different story. The survey
after projecting the film indicates the positive motivation
of students and teachers. Though few teachers were
uncertain and did not even convince but it would not
affect the goal of new generation learning approach.
Joseph B. Durkworth [11] concluded whether we
educators like it or not, the influence of the media on
society and education establishment to recognize this fact
and take steps to assure that students are prepared to
understand and think critically about the media and their
influence on society.
So it is clear that there are so many ways to pursue
education but most of them require years to comprehend.
In the era of automation everything is short and simple.
People all-over the world is found of browsing to get the
data rather than going through the textbook. People want
to get information sitting anywhere in the world by using
devices. They want to learn but not with pressure and it is
film by which people enjoy it and learn from it
impulsively. So, why not having the education via film
loom?
10. Reference
[1] Hakkâri, Fidan & Kantar, Mahmut, et al., 2nd International Future
Learning Conference on Innovations in Learning for the Future 2008:
e-Learning, March 27-29 2008, Turkey.
(http://www.futurelearning.org.tr/fl2008/program/liste1.htm).
[2] Hartley, J., & Davies, I.K. (1978). Note-taking: A critical review,
vol. 15, 207-224.
[3]Demirel, Ozcan. (2008). Education and Science, vol.147: p.14-25.
[4] Anderson, D.D. (1992). Teaching of Psychology, vol.19, 155-157.
[5] Hunt H., Gilbert & Touzel, Timothy J. & Wiseman, Dennis G.,
(1999). Effective Teaching-Preparation and Implementation (3rd Ed.).
USA, Charles C. Thomas Publisher Ltd.
[6] Krasno, Jean. (2004-2005), UN Chronicle, vol. 41: p. 61-62.
[7] Youtube.com. Blackboard Jungle Trailer 1955 [Internet]. YouTube.
2019 [cited 3 March 2019]. Available from:
https://www.youtube.com/watch?v=pLtpKtBHyB8
[8] Youtube.com. Psycho 1960 [Internet]. YouTube. 2019 [cited 3
March 2019]. Available from: https://www.youtube.com/watch?v=z-
6yAIHTZMY
[9] Youtube.com. " Tare Zameen Par " Full Movie HD Hindi | Amir
Khan | 2007 | Movie No. 1 [Internet]. YouTube. 2019 [cited 3 March
2019]. Available from: https://www.youtube.com/watch?
v=ZGQ9IBslOUM
[10] Youtube.com. Educating Peter - 1992 (720p) [30 minutes]
[Internet]. YouTube. 2019 [cited 3 March 2019]. Available from:
https://www.youtube.com/watch?v=EikuC2hJ5hs
[11] Joseph B. Duckworth. (1978), The Phi delta Kappan, vol. 60: p.
303-304.
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