Infographic Material as Supplementary Learning Tool in Advancing Scientific Knowledge of Modular Distance Learners
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 kno...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Institute of Industry and Academic Research Incorporated
2022-12-01
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| Series: | International Journal of Science, Technology, Engineering and Mathematics |
| Subjects: | |
| Online Access: | https://iiari.org/journal_article/infographic-material-as-supplementary-learning-tool-in-advancing-scientific-knowledge-of-modular-distance-learners/ |
| Summary: | 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. |
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| ISSN: | 2799-1601 2799-161X |