Dual Coding Cognition in Devising Infographics for an Enhanced Students’ Scientific Knowledge

Abstract

The goal of science education is to increase students’ scientific literacy, which includes the acquisition of scientific knowledge, to become informed and active citizens who can make decisions that influence their health, environment, or society. In line with this, the study sought to determine the efficacy of using infographics in enhancing the scientific knowledge of 160 grade 8 students in Alaminos Laguna. Furthermore, it investigates the students’ dual coding cognition as inputs to developing the infographic materials. It also evaluates students’ preferences for static and animated infographics, and evaluators’ ratings of the created infographics. This study is descriptive developmental in nature, as it employs survey questionnaires to assess students’ dual coding cognition, students’ preference for static versus animated infographics, and experts’ ratings on the designed infographic materials. It also creates, designs, and assesses infographic learning materials in accordance with the criteria established to be effective. The results showed that students’ dual coding cognition in terms of verbal and imagery is both “practiced” and that both infographics were “preferred” by the students. The static infographics received an “excellent” score from the expert raters, while animated infographics received a “very good” rating. The result generated showed infographics enhanced learners’ performance and demonstrated a substantial difference between their pre-and post-test scores in terms of scientific knowledge. The findings indicate that using infographics to increase students’ scientific knowledge and academic performance was indeed beneficial.

The Use of Infographics as a Systemic Functional Approach to Improve Students' Understanding of Shakespeare's Drama

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“…Also, it is critical to underline how the questionnaire reflects the definition of the word "useful." The word "useful" is interpreted by the study's participants as referring to how the infographic can compress large amounts of complex data into a clear, concise, and easy-tounderstand format (Dogomeo & Aliazas, 2022). It is vital to understand that the purpose of creating infographics is to present straightforward information that can be understood at a glance (Onwuchekwa, 2021, p. 450).…”

Motivational Factors in Science Learning, Learner's Satisfaction and Learning Outcomes of Pre-Service Teachers

“…Science learning is relatively engaging the students to beneficial and meaningful education and exposes them to conditions that give them a constant energy of curiosity to sustain science practices. In relevance, students' metal cognition must be reshaped towards academic success and attain the required capabilities through science instruction (Dogomeo & Aliazas, 2022).…”