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.
problem-based learning, infographic, scientific knowledge, modular distance learning
Fatima M. Aguilar. Corresponding author. Teacher II, Department of Education – SDO San Pablo City, San Vicente Integrated High School
Julie Fe D. Panoy. Doctor of Philosophy – College of Arts and Sciences, Associate Dean, Laguna State Polytechnic University – San Pablo City
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Cite this article:
Aguilar, F.M. & Panoy, J.D. (2022). Infographic material as supplementary learning tool in advancing scientific knowledge of modular distance learners. International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4, pp. 114 - 131. DOI: https://doi.org/10.53378/352942
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