Research in Pedagogy, Vol.10, No.2, Year 2020, pp.

313-323

Raymart O. Basco, Ph.D. Original scientific paper

Batangas State University ARASOF-Nasugbu UDC: 37.025
Batangas, Philippines DOI: 10.5937/IstrPed2002313B

==============================================================================

EFFECTIVENESS OF SCIENCE INFOGRAPHICS IN IMPROVING

ACADEMIC PERFORMANCE AMONG SIXTH GRADE PUPILS
OF ONE LABORATORY SCHOOL IN THE PHILIPPINES

Abstract: This study determined the effectiveness of science infographics in

improving academic performance among sixth-grade pupils of Batangas State
University ARASOF- Nasugbu Laboratory School. Based on the results of the multiple
pre-test and post-tests of 26 pupils, the findings elucidated that the respondents
performed significantly better in their post-test. The results implied that infographics
were significant in terms of improving academic performance in Science among
learners. Additionally, findings revealed that critical thinking skills, recall information,
understanding complex information, and organizing information into logical groups
may be improved through infographics. Further, infographics were found to improve
learners’ability to communicate to others what they have learned, improve
presentation skills, acquire teamwork, increase motivation to learn, improve the
ability to give and receive feedback, and gain self-confidence to learn and succeed.
An infographics paradigm was developed based on the study results to understand
further the infographics’potentials in the teaching and learning process.

Keywords: Science infographics, improving academic performance, laboratory

school, sixth grade pupils.

1. Introduction

Science education is focused on developing students’ scientific literacy that will equip them to
be rational and participative citizens who can make decisions and judgments concerning the
utilization of scientific knowledge that may have health, environmental, or social impacts
(Department of Education, 2016). However, as it was highlighted in the assessment results
conducted by the Programme for International Student Assessment (Department of
Education, 2019.), Filipino learners garnered an average of 357 points in scientific literacy,
which was comparatively lower than the 489 points which are the average for the
Organisation for Economic Co-operation and Development (OECD).

Declining science performance is reflected in the National Achievement Test mean percentage
scores in Science, 66.11, 30.94, and 29.05 for S. Y. 2011-2012, 2016-2017, and 2017-2018,
respectively. These were quite far below the set standard of the DepEd, which was 75%. With
this existing problem, it is essential to exert maximum efforts to address poor science
performance among Filipino learners. One of the innovative ways to improve academic
performance is to introduce strategies such as infographics in teaching science concepts.

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Several researchers explored the instructional relevance of infographics in different subjects

and areas (Ozdamli, Kocakoyun, Sahin, & Akdag, 2016; Alrwele, 2017; Fowler, 2015; Damyanov
& Tsankov, 2018; and Noh, Fauzi, & Jing, 2017).

Infographics are composed of visual representations and brief explanatory texts that are put
together to convey messages that are captivating and simple to understand. The influence of
infographics are brought by the diverse representations that may be used, including bar
graphs, pie charts, histograms, zoom boxes, tree diagrams, line charts, icons, and even
photographs (Parkinson, 2016; Rezaei & Sayadian, 2015; Wertz & Saine, 2014). Infographics are
used as visual tools to communicate ideas and describe data to the broad community rather
than the scientific community (Polman & Gebre, 2015).

Infographics are comprised three main components: content elements (texts, facts,
references, statistics, etc.), visual elements (graphics, maps, colors, icons, signs, etc.), and
knowledge (messages, conclusions, etc.).They can effectively facilitate organizations or
individuals to deliver the information to the specified audience concisely (Siricharoen &
Siricharoen, 2015; Noh, Fauzi, & Jing, 2017).Further, as infographicsintegrate arts into the
general earnest dimension of mathematical information, they are viewed as an exceptionally
functional tool to convey information that can be utilized to transfer complex or high amount
of data (Davidson, 2014; Ozdamli, Kocakoyun, Sahin, & Akdag, 2016).

Similarly, Naparin and Saad (2017) is on the opinion that infographics are distinctive formation
of mental visual images. Additionally, as both learners and educators associate creative
visualization with meaningful approach to convey direct information, they likewise utilize it as
a learning tool. Infographics, when presented with quality can effectively transfer knowledge
about a specific content than pure text.

Ozdamli, Kocakoyun, Sahin, and Akdag (2016) determined students’ views about infographics.
The study revealed that when compared to traditional course visuals, infographics were
practical visual tools. Further, the respondents perceived that it was more easy to understand
and more satisfactory when the subject was taught using infographics. Moreover,
infographics were found to be more effective in terms of concept recall and retention. This
study likewise revealed in other subjects or courses, educators and learners may use
infographics. Findings claimed that through the strategy, the information could be
transmitted in the increasingly widespread use. Consequently, the usual form of lectures
might be be transformed to become simple, comprehensible courses when infographics were
incorporated.

Alrwele (2017) investigated the effectiveness of infographics on students’ academic

achievement and explored students’ perceptions of the impact of infographics. The results
revealed that the experimental group significantly performed better than the control group.
Ninety percent (90%) in the experimental group claimed that infographics positively impacted
their intellectual, life skills, and affective development. Additionally, the study indicated that
infographics could have substantial education possibilities to improve life skills, intellectual
and affective dimensions among learners. Similarly, infographics were noted to be useful for
enhancing learners’ achievement in learning lessons/courses. The study results offered
solutions among educators who teach abstract or multifaceted concepts that were complex
to explain using orally presented material and written text because infographics can be
alternative instructional tools.

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In his study, Fowler (2015) involved learners in designing infographics for their lessons in
Science. The results found outthat infographics addressed misconceptions in Science;
improved higher-order thinking skills which include critical thinking, analysis synthesis, and
advanced creative presentations.

It can further be supported by the study conducted by Damyanov and Tsankov (2018). They
described infographics as a modeling method that created conditions for advancing various
cognitive skills, encompassing explanation, interpretation, evaluation, analysis, and
conclusion.

Shively and Maine (2012) found that infographics were ideal 21 st-century tools supporting and
scaffolding learning among educators and learners.

Noh, Fauzi, and Jing (2017) examined infographics as a tool to facilitate the educative process.
The findings suggested that instructors’ assignments without proper guidelines and too many
slides in the presentation, and too wordy information presented by instructors were the main
learning problems encountered by respondents. The researchers also discovered that all
infographics features, such as symbols and images, attractive colors, sound design, short
diagrams or charts, and texts encouraged learners to understand effectively information and
concepts delivered through them. Further, infographics to facilitate learning were valued due
to infographics' appropriateness to deliver concise and coherent information, increase
productivity and creativity, and develop focus and understanding in the learning process.
Thus, as one of the tools to address learners’visual literacy problems, infographics should be
promoted and explored.

Based on the aforementioned literature, it can be stated that there is a significant usefulness
and practicality of infographics as instructional tools. However, Filipino learners continuously
manifest their significantly low science performance inconsistent with these infographics’
positive effects as instructional tools. Thus, this study was undertaken to provide lighton the
existing gap on the effectiveness of infographics in improving Science academic performance
in the context of the Philippines.

1.1 Objectives of the Study

This study aimed to examine the effectiveness of infographics in improving Science academic
performance among sixth-grade pupils of Batangas State University ARASOF Nasugbu-
Laboratory School.

Further, it sought answers to the following specific questions:

1. What is the performance of the respondents in the pre-test and post-test?
2. How significant is the difference between the pre-test and post-test scores of the
respondents?
3. What are the impacts of infographics as perceived by the respondents in terms of:
3.1 intellectual,
3.2 life skills, and
3.3 affective development?
4. Is there a significant relationship between the respondents’ performance and their
perception of the impacts of infographics?
5. What infographics paradigm may be developed base on the results of the study?

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2. Method

2.1 Research Design

To determine the effectiveness of infographics in improving academic performance among

grade six pupils of Batangas State University ARASOF Nasugbu- Laboratory School AY 2020-
2021, a quasi-experiment design was utilized in one treatment group with four observations
before and after the treatment (Shadish, Cook, & Campbell, 2002). Further, a descriptive-
survey method was employed to gauge the impacts of infographics as perceived by the
respondents.

2.2 Respondents

The respondents of the study were 25 Grade 6- pupils of Batangas State University ARASOF-
Nasugbu Laboratory School for the school year 2020- 2021. Purposive total sampling was used
to select the respondents. The pupil-participants were taught using infographics.

2.3 Data Gathering Procedure

The researcher consulted the principal regarding the present action research. Upon the
principal’s given approval, assent and consent form were secured from the respondents and
their parents/ guardians before the researcher conducted the pre-test for the week’s lesson.
After every lesson, a post-test was given to assess their mathematical performance. Likewise,
a survey-questionnaire was adopted from the study of Arlwele (2017). The researcher
provided the questionnaire to the respondents to gauge their perception of the impacts of
infographics.

2.4 Data Analysis

The results of the study were interpreted and analyzed using Statistical Package for Social
Sciences (SPSS). Mean, weighted mean, standard deviation, t-test, and Pearson Product
Moment Correlation Coefficient- r were utilized to statistically examine the study results.

3. Findings and Discussion

3.1 Performance of the Respondents in the Pretest and Post-test

The results of the pre-test and post-test of the respondents are revealed in Table 1.

Table 1: Respondents’Pre-test and Post-test Performance

MEAN STANDARD DEVIATION MEAN DIFFERENCE

Post Test 1 8.32 1.22

3.56
Pre Test 1 4.76 1.09
Post Test 2 8.44 1.19
4.44
Pre Test 2 4.00 1.38
Post Test 3 8.56 1.08
3.88
Pre Test 3 4.68 1.49
Post Test 4 8.72 1.06
3.28
Pre Test 4 5.44 0.92

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The results of the multiple pre-tests and post-test results revealed in Table 1 presents that
mean differences of 3.56, 4.44, 3.88, and 3.28, respectively. This substantiated the
effectiveness of infographics in teaching Science. It further validates that infographics can be
utilized as a learning tool in education for both learners and educators (Naparin & Saad, 2017).

Additionally, infographics are practical tools to increase concept retention (Ozdamli,

Kocakoyun, Sahin, & Akdag, 2016). The results confirm that infographics deliver concise and
coherent information that increases productivity and creativity and develops focus and
understanding in the learning process (Noh, Fauzi, & Jing, 2017).

3.2 Differences in the Respondents Pre-test and Post-test

The results of the pre-test and post-test of the respondents are shown in Table 2.

Table 2: Differences in the Respondents’Pre-test and Post-test Performance

t-value t-critical value df Sig.2 (tailed)
Pre-Post Test 1 21.692 2.064 24 .000
Pre-Post Test 2 18.086 2.064 24 .000
Pre-Post Test 3 13.356 2.064 24 .000
Pre-Post Test 4 16.056 2.064 24 .000

From the respondents’ pre-test and post-test results, computed t-values were 21.692, 18.086,
13.356, and 16.056, which areall greater than the t-critical values of 2.064, significant at 0.05. It
led to the rejection of the null hypothesis; hence, there was a considerable difference in the
respondents’ pre-test and post-test results. With infographics, academic performance among
learners may be improved as it integrates arts into the general earnest dimension of numerical
information (Davidson, 2014).

Also, the study can be supported by the findings that all features of infographics, such as the
use of symbols and images, attractive colors, sound design, short diagram or chart, and texts
encouraged learners to understand effectively information and concepts delivered through
them (Noh, Fauzi, & Jing, 2017).

The findings confirm that infographics were ideal 21st-century tools that supportand scaffold
learning among educators and learners (Shively & Maine, 2012). Thus, it can be claimed that
infographics, when utilized in teaching Science, can be an effective strategy to enhance pupils’
academic performance.

3.3 Perception of the Respondents on the Impacts of Infographics in Terms of Intellectual

Development

Table 3: Respondents’Perception of the Impacts of Infographics in Terms of Intellectual Development

Verbal
Intellectual WM SD
Interpretation
1. I believe that infographics help me easily understand complex
3.52 0.71 Strongly Agree
information.
2. I believe that infographics help me easily understand complex
3.64 0.49 Strongly Agree
information.
3. I think that infographics enable me to determine keywords and
3.16 0.85 Agree
concepts in a text.

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4. I believe that infographics help me filter out irrelevant data. 3.08 0.64 Agree
5. I feel that infographics help me organize information into logical
3.60 0.50 Strongly Agree
groups.
6. I think that infographics help me to understand hidden
3.16 0.62 Agree
relationships.
7. I believe that infographics help me to connect new and old
3.32 0.56 Agree
information easily.
8. I think that infographics improve my critical thinking. 3.68 0.48 Strongly Agree
9. I believe that infographics make it easier for me to recall
3.48 0.59 Agree
information.
10. I think that infographics inform me about the responsible use of
3.36 0.57 Agree
images.
Grand Weighted Mean 3.40 Agree
Legend: 1.00-1.49 Strongly Disagree, 1.50-2.49 Disagree, 2.50-3.49 Agree, 3.50-4.00 Strongly Agree; WM=
Weighted Mean; SD= Standard Deviation

As elucidated in Table 3, the respondents perceived that infographics improve their critical
thinking skills with the highest weighted mean of 3.68 (SD 0.48) and can be verbally deduced
as strongly agree. The findings positively confirm Fowler’s (2015) results that infographics
improved higher-order thinking skills which include critical thinking, analysis, synthesis, and
advanced creative presentations. With the second-highest weighted mean of 3.64 (SD 0.49),
the respondents strongly agree that infographics help them quickly understand complex
information. The finding affirms that infographics can be considered an exceptionally
functional tool to convey information that can be utilized to transfer complex or high
amounts of data (Ozdamli, Kocakoyun, Sahin, & Akdag, 2016).

Additionally, the respondents viewed infographics as a helpful tool to organize information

into logical groups with a weighted mean of 3.60 (SD 0.50). In the last rank with a weighted
mean of 3.08 (SD 0.64), the respondents agree on the idea that infographics help them filter
out irrelevant data. The later may be improved among the respondents as it may maximize
infographics’ potentials in sorting data.

Generally, the respondents agree on the impacts of infographics on intellectual development;

it received a grand weighted mean of 3.40. The findings coincide with Alrwele’s study (2017)
that infographics have significant education possibilities to improve learners’ intellectual
aspects.

3.4 Perception of the Respondents on the Impacts of Infographics in Terms of Life Skills
Development

Table 4: Respondents’Perception of the Impacts of Infographics in Terms of Life Skills Development

Verbal
Life Skills WM SD
Interpretation
1. I feel that infographics help me to communicate what I have learned
3.52 0.59 Strongly Agree
to others.
2. I believe that infographics motivate me to search the web for
2.80 0.50 Agree
appropriate images.
3. I feel that infographics improve my presentation skills. 3.48 0.51 Agree
4. I believe that infographics teach me to choose and apply the
3.44 0.58 Agree
principles of design.
5. I feel that infographics help me acquire teamwork skills. 3.48 0.51 Agree
Grand Weighted Mean 3.34 Agree

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Legend: 1.00-1.49 Strongly Disagree, 1.50-2.49 Disagree, 2.50-3.49 Agree, 3.50-4.00 Strongly Agree; WM=
Weighted Mean; SD= Standard Deviation

Table 4 presents the respondents’ perception of infographics' impacts in terms of life skills
development. The first indicator received the highest weighted mean of 3.52 (SD 0.59), which
can be interpreted verbally as strongly agree. It can be stated that the respondents were able
to communicate to others what they have learned using infographics. Further, the
respondents agree on the idea that infographics improve their presentation skills and acquire
teamwork skills. It may suggest that infographics enhanced critical thinking and advanced
creative presentations among learners (Fowler, 2015).

With the lowest weighted mean of 2.80 (SD 0.50), the respondents agreed that infographics
motivate them to search the web for appropriate images. This infographics aspect implies a
need to encourage learners to explore more on the related photos that may help them
understand the lesson/concept being discussed.

On average, the respondents agreed on the life skills development impacts of infographics. It
received a grand weighted mean of 3.34. Indeed, infographics helped learners communicate
what they have learned, improved presentation skills, and acquired teamwork skills, among
others.

3.5 Perception of the Respondents on the Impacts of Infographics in Terms of Affective

Development

Table 5: Respondents’Perception of the Impacts of Infographics in Terms of Affective Development

Verbal
Affective WM SD
Interpretation
1. I believe that infographics improve my ability to give and
3.52 0.51 Strongly Agree
receive feedback.
Verbal
Affective WM SD
Interpretation
2. I feel that infographics make me appreciate teamwork. 3.40 0.50 Agree
3. I think that infographics improve my motivation to learn. 3.76 0.44 Strongly Agree
4. I think that infographics give me more self-confidence
3.28 0.68 Agree
regarding my ability to learn and succeed.
Grand Weighted Mean 3.49 Agree
Legend: 1.00-1.49 Strongly Disagree, 1.50-2.49 Disagree, 2.50-3.49 Agree, 3.50-4.00 Strongly Agree; WM=
Weighted Mean; SD= Standard Deviation

As gleaned from Table 5, the respondents strongly agreed on the idea that infographics
improve their motivation to learn and their ability to give and receive feedback, with
computed weighted means of 3.76 (SD 0.44) and 3.52 (SD 0.51), respectively. The findings
revealed that infographics encouraged learners to engage more in understanding lessons. It
further improved their ability to collaborate with other learners. It can be claimed that
infographics can be alternative instructional tools that may offer solutions among educators
who teach abstract or multifaceted concepts that were complex to explain using orally
presented material and written text.

In general, with a grand weighted mean of 3.49, the respondents agreed on the affective
development impacts of infographics. It can be deduced from the results that learners
improved their motivation to learn, give, and receive feedback, appreciated teamwork, and

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developed self-confidence when infographics are utilized in class. The findings agree on
Alrwele’s study (2017) that infographics have substantial education possibilities in developing
the affective dimension among learners.

3.6 Test of Significant Relationship Between Respondents’ Perception of the Impacts of

Infographics and Their Pre- and Post-test Performance

Table 6: Test of Significant Relationship Between Respondents’ Perception of the Impacts of Infographics and
Their Pre- and Post-test Performance
Respondents’ Performance (Pre- and Post Test)
Perception of the Impacts of Infographics Correlation Qualitative P-
Remark
Coefficient Description Value

High
Intellectual 0.808 0.000 Significant
Relationship
Moderate
Life Skills 0.685 0.000 Significant
Relationship
Moderate
Affective 0.611 0.001 Significant
Relationship
Legend: +1.00 Perfect Relationship, +0.91-+0.99 Very High Relationship,
+0.71-+0.90 High Relationship, +0.41-+0.70 Moderate Relationship,
+0.21-+0.40 Low Relationship,+0.01-+0.20 Negligible Relationship,
0 No Relationship; Significant at P<0.01

Table 6 presents the test of the significant relationship between respondents’ perception of
the impacts of infographics and their pre- and post-test performance. Between “intellectual
development” and the respondents’ pre- and post-test performance, the computed
correlation coefficient of 0.808, with a qualitative description of a high relationship, is proven
to be significant since its computed P-value of 0.000 is less than 0.05 level of significance. It is
noteworthy to highlight a significant relationship between the respondents’ perception of
infographics’ impacts as to “intellectual development” and their pre- and post-test
performance.

The results implied that infographics significantly contributed to intellectual development

among learners. It strengthened the study of Damyanov and Tsankov (2018), which elucidated
that infographics create conditions for advancing various cognitive skills that encompass
explanation, interpretation, evaluation, analysis, and conclusion. It is very significant since
these encompassing skills promote higher-order thinking skills, which are necessary to
encourage learners’ academic achievement.

Regarding “life skills development”and the respondents’ performance as to pre- and post-test
results, the computed correlation coefficient of 0.685, with a qualitative description of a
moderate relationship, is proven to be significant since its computed P-value of 0.000 is less
than 0.05 level of significance. Therefore, there is a meaningful relationship between
respondents’ perceptions of infographics’ impacts on “life skills development” and the
respondents’ performance.

The findings suggested that infographics improve the cognitive domain and advance life skills
development, such as communication and teamwork. These skills are essential in the 21st-

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century learning environment to effectively relate and collaborate with others. Indeed, to
communicate ideas and describe data to the broad community rather than the scientific
community, infographics can be useful visual tools (Polman & Gebre, 2015).

Between “affective development” and the respondents’ performance as to pre- and post-test
performance, the computed correlation coefficient of 0.611, with a qualitative description of a
moderate relationship, is proven to be significant since its computed P-value of 0.001 is less
than 0.05 level of significance. It can be deduced from the result that there is a substantial
relationship between the respondents’ perception of the impacts of infographics on
“affective development” and the respondents’ performance. The results may indicate when
infographics are utilized in class; it may promote motivation and self-confidence. Henceforth,
infographics were ideal 21st-century tools that support and scaffold assessment of learning
among educators and learners (Shively & Maine, 2012).

Paradigm on Infographics

The paradigm on infographics based on the study results was developed to provide educators
a tool to understand better infographics’ potential in improving learners’ academic
performance.

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4. Conclusion and Recommendations

Based on the results of the study, the following conclusions were drawn: (1) the post-test
results of the respondents improved statistically higher than their pre-test; (2) infographics
were useful in terms of improving academic performance in Science among learners; (3)
infographics, in terms of intellectual development, improve critical thinking skills, recall
information, easily understand complex data, and organize information into logical groups; as
to life skills development, infographics help learners communicate to others what they have
learned, improve presentation skills, and acquire teamwork; and increase motivation to learn,
improve the ability to give and receive feedback, and gain self-confidence to learn and
succeed were the noted impacts of infographics in terms of affective development; and (5)
the infographics paradigm was developed based on the results of the study.

Based on the findings of the study, the following conclusions were now advanced: (1)
educators may use infographics in teaching science classes to improve academic performance
among learners; (2) educators may utilize the paradigm to understand further the potentials
of infographics in the teaching and learning process; and (3) future researchers may explore
using infographics to different grade levels and another subject area/ course.

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Biographical notes:

Dr. Raymart O. Basco completed his baccalaureate degree in Elementary Education Major in
General Curiculum at the Batangas State University ARASOF- Nasugbu 2015, master’s degree
in Administration in Supervision at Dr. Francisco L. Calingasan Memorial Colleges Foundation
Inc., 2017, and Doctor of Philosophy in Education Major in Educational Management at the Our
Lady of Fatima University Valenzuela, 2020. Presently, he is an instructor at Batangas State
University ARASOF Nasugbu. His research interests include pedagogy and innovation, and
educational management.