Infographic Material as Supplementary Learning Tool in Advancing Scientific Knowledge of Modular Distance Learners

Abstract

The study utilized descriptive-developmental research design through the use of integrated, adapted, and expert-validated survey questionnaires, pretest and posttest to find the effects of self-designed problem-based infographic material as supplementary learning tool in advancing the scientific knowledge of thirty (30) Grade 7 students in a public high school in San Pablo City. Modular distance learning related factors and the preferred multimedia resources of the respondents were obtained. Results showed that the problem-based learning stages – problem comprehension, curriculum exploring, and problem solving, and the infographic design elements – visual, content, and knowledge elements, were highly integrated in the developed infographic material. As to the overall acceptability of the problem-based infographic material, intellectual, life skills, and affective development were perceived to be acceptable. Scores of the respondents as to the scientific knowledge – content knowledge, procedural knowledge, and epistemic knowledge, were found to have increased after utilizing the material. Statistical tests of difference also reflected significantly on the scientific knowledge of the learners implying that the use of problem-based infographic material has improved the skills of the learners while no significant relationship to the intellectual, life skills, and affective development. This concludes that the acceptability of the problem-based infographic material partially affects the scientific knowledge of the students.

Development and Evaluation of Design Thinking-based Learning Packets for Enhancing Innovation Skills

“…As Jolly (2009) suggested teachers to engage learners, this learning materials expects students to interpret concepts and create new meanings, analyze the underlying patterns of their thought processes, and design experiences to change their beliefs so that they are consistent with the accepted scientific norms, which will foster innovation skills. While there are many studies that evaluated the developed learning materials in various subjects (Yongco & Del Valle, 2022;Estrellado, 2021;Origenes, 2021;Anives & Ching, 2022;Aquino & Ching, 2022;Arida et al, 2022;Lopez, 2021;Chozas & Cuenca, 2022;Reyes & Salvador, 2022;Malaluan & Andrade, 2023;Magpantay & Pasia, 2022;Aguilar & Panoy, 2022), this study also considered the academic performance of the students before and after the utilization of the learning packets.…”