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International Journal of Science, Technology, Engineering and Mathematics
Volume 2 Issue 4 December 2022
DOI: https://doi.org/10.53378/352942
© The author (s). Published by Institute of Industry and Academic Research Incorporated.
This is an open-access article published under the Creative Commons Attribution (CC BY 4.0) license,
which grants anyone to reproduce, redistribute and transform, commercially or non-commercially, with
proper attribution. Read full license details here: https://creativecommons.org/licenses/by/4.0/.
Infographic Material as Supplementary
Learning Tool in Advancing Scientific
Knowledge of Modular Distance Learners
1Fatima M. Aguilar & 2Julie Fe D. Panoy
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.
Keywords: Problem-based learning, Infographic, Scientific knowledge, Modular distance learning
Article History:
Received: July 14, 2022
Revised: September 1, 2022
Accepted: September 3, 2022
Published online: November 10, 2022
Suggested Citation:
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
About the authors:
1Corresponding author. Teacher II, Department of Education – SDO San Pablo City, San Vicente Integrated High School
2Doctor of Philosophy – College of Arts and Sciences, Associate Dean, Laguna State Polytechnic University – San Pablo City
Campus
*This paper is presented in the 3rd International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2022.
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1. Introduction
A billion and a half pupils in 188 countries/economies is unable to attend school in 2020
due to the pandemic (OECD, 2021). Students across the world have experienced schools that are
open one day and closed the next, creating significant interruption in their education. Many
education systems are currently struggling as the pandemic continues, and the situation is
continuously changing. As the Philippines struggled with the impact on communities (Simbulan,
2020), the education sector had to conform to the new scenario, which prohibits face-to-face
interaction and mass meetings.
Various distance learning modalities were adapted like online distance learning, blended
learning, and modular distance learning to cope with various needs of every student in the
Philippines. Due to these changes, students have difficulty in expressing their scientific abilities
and skills through the learning materials distributed to them, and the addition of learner’s task
sheets submitted weekly. For instance, the Mean Percentage Score (MPS) in Science of Grade 7
students of San Vicente Integrated High School obtained during pre-pandemic period were
64.08% for S.Y. 2017-2018, 67.22% for S.Y. 2018-2019, and 75.89% for S.Y. 2019-2020.
However, for S.Y. 2020-2021 the MPS of Grade 7 Science dropped to 68.75%. This was
obtained at the height of pandemic where distance learning is implemented.
To address this issue, countless reminders, constant monitoring of the advisers and
subject teachers through phone calls, text messages, chats, were administered but still the
response of some learners and even their parents have been minimal and the results of their
scores were poor. It is in this premise that this study devised a way to deliver instructions to
learners in the modular distance learning modality through comprehensive and contextual real-
life scenarios simplified in a form of infographic.
From the study of Siricharoen and Siricharoen (2015), infographics were employed to
support data visualization when there was little time and too much information to understand.
Since science education focuses on improving students' scientific literacy, preparing them to be
rational and active citizens capable of making decisions and judgements about the application of
scientific knowledge that may have health, environmental, or societal consequences (Basco,
2020) is necessary. In this way, students’ performance may be further developed by utilizing
creative materials like infographics. Hence, this study evaluated the developed infographic
material.
116 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
2. Literature review
2.1 Problem-based Learning
Problem-based learning (PBL) is founded on a Constructivist Approach and hence
encourages active learning. Students participate in activities in groups, usually in a tutorial or
seminar setting. Self-directed learning, effective problem solving, communication, and
cooperation abilities are all cultivated through PBL (Edith Cowan University, n.d.). According to
Overton (2016), PBL can be considered subcategory of context-based learning. It presents real-
life contexts in a form of problem scenarios. The fact that the issues or scenarios are met before
all of the essential learning has taken place and function as the catalyst for fresh learning is a key
element of PBL. As a result, it differs from problem solving, in which challenges are typically
faced after learning has occurred. Moreover, it has a very well-defined framework that must be
adhered to in order for it to be effective. This method can be altered for any subject and grade
level, but to complete a PBL experience, the steps must be done in order.
In the PBL approach, the problem is provided first than teaching relevant content so that
students apply their knowledge to solve challenges. The PBL assignments can be simple or
complex, and might last a whole semester. Any school topic, from social studies and literature to
mathematics and science, can benefit from PBL. An effective PBL strategy should include
qualities such that students are challenged to understand things in the classroom on a deeper
level. Students are being pushed to make judgments that they can defend connecting current
course objectives to past courses and expertise in a clear and concise manner. As the students
work together to solve the challenging problem, they engaged in a multi-stage process to answer
an open-ended challenge.
Silva (2018) found PBL teaching technique as beneficial to student learning because it
encourages the integration of theory and practice, which increases motivation to learn. This is
supported by Chamsai and Chanchusakun (2020) providing evidence that students' learning
achievements were higher after PBL with infographics than before problem-based learning
without infographics. The mathematical abilities of the students have increased after utilizing
infographics.
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2.2 Infographics
Infographics are visual representations of data in a condensed space and an artistic
fashion. They are able to convey information swiftly that keep readers interested in what they are
reading. They provide crucial data and information while being fun to read and comprehend
(Siricharoen & Siricharoen, 2015). According to Siricharoen and Vinh (2016), infographic is a
visual representation of information, facts, or expertise that can be created using a variety of
software; some are easier to use than others. A variety of websites can be used to visualize data.
In recent years, infographics have become increasingly popular as a means of visually
presenting data. It is a style of visualization that tries to provide any content with a visual
composition for the target audience, mixing components such as shapes, symbols, images,
photographs, illustrations, and words (Ozdamli & Ozdal, 2017). In teaching and learning,
educators can use professional insights to teach students about the characteristics of good
infographics (Gallicano et al., 2014). Overall characteristics of simplicity, visual storytelling,
accurate and ethical data presentation (by not glossing over contextual factors that can influence
the audience's conclusions), source citation, and the application of design principles are all
features of a good infographic.
In light of the purposes and benefits of infographics as well as the characteristics of
today's students, Alrwele (2017) believes that infographics can be used to help students
understand the information presented in a particular course, and that it would be worthwhile to
investigate students' perceptions of infographics as a teaching and learning tool. The cores of
infographics include visual elements, content elements, and knowledge. Relevant to this,
Siricharoen and Vinh (2016) constructed an infographic evaluation-questions matrix according to
dimensions of evaluation such ash data, sources, story and flow, design style, color and size,
icons, diagrams and charts, words, and publisher. These dimensions of evaluation were classified
into the three foundation of infographics which are visual and content elements, and knowledge.
Basco (2020) found that infographics were significant in terms of improving academic
performance in Science among learners. Infographics paradigm was created to better
comprehend the potential of infographics in the teaching and learning process. This includes the
aspect in a learner to be developed in terms of life skills development, intellectual development,
affective development.
118 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
2.3 Scientific Knowledge
Scientific literacy refers to a person's ability to ask, find, or determine answers to
inquiries regarding everyday experiences that arise from curiosity. For Jufrida (2019), scientific
literacy is the capacity that pupils must possess in order to understand science, analyze and apply
scientific concepts to real-world problems. It is critical for students to understand what they
study in school and has a significant impact on their cognitive capacities.
The Organization for Economic Cooperation and Development (OECD) through the
Programme for International Student Assessment (PISA) organizes international studies on
learners' science literacy skills. In this context, scientific literacy is regarded as a critical
component of education for all students, regardless of whether or not they intend to pursue
science further (Turiman et al., 2012; OECD, 2013). Based on the PISA Assessment and
Analytical Framework (2018), the term "scientific literacy" refers to both a state of mind and a
body of knowledge of science and technology. Science and technology, on the other hand, have
different aims, techniques, and products. Technology looks for the best solution to a human
problem, and there may be multiple best solutions. Science, on the other hand, seeks the truth. a
response to a specific question regarding the natural material world. Gormally (2012) classified
scientific literacy into categories such as understanding methods of inquiry that lead to scientific
knowledge, and organizing, analyzing, and interpreting quantitative data and scientific
information. These categories have been subdivided into various skills which were used to test
the scientific literacy of their respondents.
According to Siarova (2019), scientific literacy goes beyond the mere knowledge of
scientific content. It should be understood as the ability to engage critically with and make
informed decisions about science-related issues. This broader approach to scientific literacy
should be coherently integrated in curricula. Critical thinking and active engagement should be
emphasized as important learning outcomes along with fundamental literacy, scientific
knowledge and competences and a contextual understanding of science.
Research highlights the need to integrate various elements of scientific literacy across
educational levels and subject areas (such as science, history, geography, citizenship, health, and
media education). Fostering scientific literacy requires an integrated approach involving
investment in, and re-thinking of, both formal and non-formal education. Measuring scientific
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literacy comprehensively proves to be a challenge. Existing tools are often focused on students’
level of scientific knowledge and competences, leaving aside such elements as critical thinking
and active engagement. The development of comprehensive assessment instruments could allow
grasping scientific literacy more holistically and better understanding what educational
approaches can help develop it.
2.4 Theoretical Framework
This study is anchored on Cognitive Theory on Multimedia Learning (Mayer, 2014). This
theory specifies five cognitive processes: selecting relevant words from the presented text or
narration, selecting relevant images from the presented graphics, organizing the selected words
into a coherent verbal representation, organizing selected images into a coherent pictorial
representation, and integrating the pictorial and verbal representations and prior knowledge.
For Quarter 3 of Science 7, it discusses Force and Motion, specifically on the topics of
Sound, Light, and Heat (K to 12 Curriculum Guide for Science, 2016). These competencies were
used for the PBL Integration which according to the National Education Ministry of Indonesia as
cited by Wicaksono (2019) has been found to be capable of developing science process skills of
the learners as a strategy in face to face learning.
The multimedia preferences of the learners were considered in the development of an
instructional material based on the findings of Gueta and Janer (2021) that the most helpful tools
for learning are the educational technology used in schools, and students’ preferences in using
various multimedia tools. Similarly, the factors affecting modular distance learning were also
identified. Some of the modular distance related factors were based on the Modified Learner
Enrolment and Survey Form (2021) as to household capacity and access to distance learning.
Similarly, Drăghicescu (2014) suggests that PBL involves three stages which include problem
comprehension, curriculum exploring, and problem solving. When a teacher uses PBL in the
classroom, he takes on the role of coach for his pupils, guiding them through the research process
and capturing their interest in authentic and relevant learning.
In the development of the infographic learning material, the study considered Siricharoen
and Siricharoen (2015) on three essential factors: visual, content and knowledge elements. This
is on top of the findings of Siricharoen and Vinh (2016) that a highly valid PBL infographic
learning material contains generally acceptable infographic design integration and problem-
based learning stages integration.
120 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
As concluded by Basco (2020), the use of infographics in the teaching-learning process
has been effective. Thus, it was suggested for utilization in science classes to enhance students’
academic performance through intellectual development, life skills development and affective
development. In addition, this study considers the PISA Draft Science Framework (2015) on the
importance of scientific knowledge in learning the concepts of science prior to its application in
skills. Thus, all three types of scientific knowledge are required for scientific literacy which are
content knowledge, procedural knowledge and epistemic knowledge.
With these premises, this study applied all the principles in the development of the PBL
through a researcher-made infographic material in modular distance learning. As the PBL has
been proven to be an effective teaching strategy, it has not been incorporated in creating an
infographic instructional material. Thus, this study fills this research gap.
3. Methodology
3.1 Research Design
The research employed a quantitative method that includes the descriptive and
developmental designs by means of developing a problem-based infographic material and pre
and post-test to check the effectiveness of the material in the teaching-learning process.
Developmental research follows a systematic design through development and evaluation of
instructional programs or materials, and evaluating changes over an extended period of time. On
the other hand, descriptive design is a type of study in which data is gathered qualitatively and
examined using quantitative methods. Surveys, interviews, correlation studies, observation
studies, and content analysis are all used to collect data.
3.2 Participants of the Study
The participants of the study are thirty (30) randomly chosen Grade 7 students of a public
high school in the San Pablo City, Laguna. Another set of participants include nine (9) experts
who validated the infographic material.
3.3 Research Instrument
The study administered five (5) adapted survey questionnaires, teacher-made problem-
based infographic material, and teacher-made pre-test and post-test questionnaires for scientific
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knowledge assessment. A survey questionnaire assessed the factors relating to modular distance
learning as to household conditions that may impact the learners in terms of capacity, assistance
to learners, gadgets available, internet access, connectivity sources, and learning challenges. The
survey was adapted from Gueta and Janer (2021) and the Modified Learner Enrolment and
Survey Form (2021). Multiple responses were required to some of the questions under this
survey.
Another survey questionnaire in profiling the learners as to their multimedia preferences
was adapted from Nicholas (2020) related to the various learning tools helpful for Generation Z
learners, various teaching aids and preferred learning materials. Because they can provide a
higher degree of dispersion and decrease neutral responses, 4-point Likert scales were employed
to gauge the level of preference from highly preferred to not preferred (4 – highly preferred; 3 –
preferred; 2 – seldom preferred; 1 – not preferred).
A survey questionnaire on the integration of the learning stages of PBL in the developed
infographic material for the selected topics in Science 7 was also utilized. The survey was
patterned from Drăghicescu (2014) with 14 statements generated to identify the integration of
learning stages of PBL in terms of problem comprehension, curriculum exploring, and problem
solving. Additionally, a survey questionnaire on the extent of integration of the infographic
design elements to the developed PBL infographic material was utilized. This questionnaire was
patterned from Siricharoen and Vinh (2016) with 41 statements to identify the incorporation of
infographic design elements in terms of visual elements, content elements, and knowledge
elements. A 4-point Likert scale was also employed to provide higher degree of dispersion and
decrease neutral responses ranging from highly integrated to not integrated (4 – highly
integrated; 3 – moderately integrated; 2 – slightly integrated; 1 – not integrated).
Lastly, a survey questionnaire for the student-respondents on their overall acceptability of
the use of the PBL infographic material was utilized. The survey was adapted from Basco (2020)
with 15 statements classified under the life skills, affective, and intellectual development of the
learners upon utilizing the said infographic material. A 4-point Likert scales were also employed
to gauge the level of acceptability from highly accepted to not acceptable (4 – highly acceptable;
3 – moderately acceptable; 2 – slightly acceptable; 1 – not acceptable).
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A multiple-choice pre-test and post-test were used to measure the levels of scientific
knowledge of the students in terms of content knowledge, procedural knowledge and epistemic
knowledge. The test was adopted from the PISA 2015 Framework. A table of specifications was
made to show the distribution of question items in both tests.
Prior to the actual data gathering, the instruments were subjected to external and internal
validation to ensure validity and reliability. As to the scientific knowledge test, a reliability test
during the pilot study was conducted to identify its level of reliability.
3.3 Research Procedure
Upon approval from concerned individuals and offices, a consent form was disseminated
to the students and parents before handing out the survey questionnaires on Modular Distance
Related Factors and Multimedia Preference, and the conduct of Pre-Test. The coverage of the
utilization of the problem-based infographic material were three consecutive weeks with topics
such as Sound, Light, and Heat based on the Budget of Work (BOW). After the 3-week period,
the post-test was administered to assess the impact of the use of problem-based infographic
material to the respondents’ scientific knowledge. Likewise, a survey questionnaire was given.
3.4 Statistical Treatment of Data
The study used both descriptive and inferential statistics. Descriptive measures such as
mean and standard deviation were applied to describe the perception of the respondents as to the
material and performance of the respondents in terms of their scientific knowledge. For the
inferential statistics, Pearson Moment Product Correlation was utilized to find significant
relationship among variables. Paired t-test was employed to determine if there is a significant
difference between the pre-test and post-test scores of the students as exposed to problem-based
infographic material. All inferential statistics were tested at 5% level of confidence.
4. Findings and Discussion
Table 1 shows the summary of the expert respondents’ perception on the extent of
integration of the problem-based learning stages. Generally, the stages of problem-based learning
were incorporated and is highly integrated except for problem solving being moderately
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integrated (M = 3.49, SD = 0.51), with an overall mean value of 3.62 (SD = 0.43) which is
highly integrated.
Table 1
Extent of Integration of the Stages of Problem-Based Learning
Stages
Mean
Standard
Deviation
Verbal
Interpretation
Problem Comprehension
3.73
0.33
Highly Integrated
Curriculum Exploring
3.63
0.51
Highly Integrated
Problem Solving
3.49
0.51
Moderately Integrated
Overall
3.62
0.43
Highly Integrated
Legend: 3.50-4.00 Highly Integrated (HI); 2.50-3.49 Moderately Integrated (MI); 1.50-2.49 Slightly Integrated (SI);
1.00-1.49 Not Integrated (NI)
Table 2 summarizes the extent of the integration of visual elements in terms of design
style, color and size, icons, and diagrams and charts. An overall high integration level (M = 3.61,
SD = 0.36) was evident in all visual elements except for diagrams and charts being moderately
integrated (M =3.33, SD = 0.50).
Table 2
Extent of Integration of Infographic Design Visual Elements
Elements
Mean
Standard
Deviation
Verbal
Interpretation
Design Style
3.75
0.33
Highly Integrated
Color and Size
3.69
0.43
Highly Integrated
Icons
3.67
0.50
Highly Integrated
Diagrams and Charts
3.33
0.50
Moderately Integrated
Visual Elements
3.61
0.36
Highly Integrated
Legend: 3.50-4.00 Highly Integrated (HI); 2.50-3.49 Moderately Integrated (MI); 1.50-2.49 Slightly Integrated (SI);
1.00-1.49 Not Integrated (NI)
The result suggests the importance to focus on the content so that the infographic material
will be of great help for learners to understand the topic easily. In addition, color and size and the
icons to be used in creating a learning material like infographic should also be considered so that
the material can attract the readers and serve its purpose to where it is intended. Utilizing
diagrams and charts should also be considered to offer an exceptional learning material for the
124 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
students. The use of this visual element may present data in a comprehensible manner that will
easily help the students identify information. Infographics are made up of a variety of visual
elements with different looks, such as icons, photos, decorations, and text. Graphic designers
who are skilled at what they do usually execute it with an aesthetic and creative mindset,
infusing them with personality and style (Lu, 2020). Several activities must be taken during the
construction of infographics’ visual content in order to maximize the efficiency of the
visualization process.
Table 3
Extent of Integration of Infographic Design Content Elements
Elements
Mean
Standard
Deviation
Verbal
Interpretation
Data
3.87
0.28
Highly Integrated
Story and flow
3.67
0.33
Highly Integrated
Words
3.78
0.34
Highly Integrated
Content Elements
3.77
0.30
Highly Integrated
Legend: 3.50-4.00 Highly Integrated (HI); 2.50-3.49 Moderately Integrated (MI); 1.50-2.49 Slightly Integrated (SI);
1.00-1.49 Not Integrated (NI)
Table 3 summarizes the extent of integration of infographic design elements in the
developed infographic material as to content elements. All elements were highly integrated with
a mean value of 3.77 (SD = 0.30). Data, story and flow, and words were evidently incorporated
in the developed infographic material.
The items included in the infographic were focused on the inclusion of facts, statistics,
texts, references, time frames, and others. Considering these elements to produce quality
infographic material may result to an effective learning material which can later on be utilized by
learners and can cover other topics of other subject areas. Similar to the findings of Parveen and
Husain (2021), students are more likely to read the facts, understand the data, and draw
conclusions more quickly and thoroughly when they are motivated to do so.
Table 4 summarizes the extent of integration of infographic design elements in the
developed infographic material as to knowledge element. Both indicators, sources and
publishers, were highly integrated in the material (M = 3.69, SD = 0.39).
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Table 4
Extent of Integration of Infographic Design Knowledge Elements
Element
Mean
Standard
Deviation
Verbal
Interpretation
Sources
3.83
0.22
Highly Integrated
Publishers
3.56
0.57
Highly Integrated
Knowledge Element
3.69
0.39
Highly Integrated
Legend: 3.50-4.00 Highly Integrated (HI); 2.50-3.49 Moderately Integrated (MI); 1.50-2.49 Slightly Integrated (SI);
1.00-1.49 Not Integrated (NI)
The information gathered to create the infographic material came from reliable sources in
order to provide factual and quality content. It is very important to identify sources that are
reliable in order to harvest data that is factual since it will be incorporated as a tool for learning.
People this age actively choose, accept, and share information, and that personal judgment
played a significant role in this process (Won, 2018).
Table 5
Acceptability of the PBL Infographic Material
Elements
Mean
Standard
Deviation
Verbal
Interpretation
Intellectual Development
3.38
0.44
Moderately Acceptable
Life Skills Development
3.41
0.52
Moderately Acceptable
Affective Development
3.43
0.50
Moderately Acceptable
Overall Acceptability
3.41
0.43
Moderately Acceptable
Legend: 3.50-4.00 Highly Acceptable (HA); 2.50-3.49 Moderately Acceptable (MA); 1.50-2.49 Slightly Acceptable
(SA); 1.00-1.49 Not Acceptable (NA)
Table 5 summarizes the student respondents’ perception on the overall acceptability of
the developed problem-based infographic material as to the skills they need to develop.
Generally, all skills presented obtained moderately acceptable level (M = 3.41, SD = 0.43). It is
evident that the affective aspect of the learner was developed (M = 3.43, SD = 0.50) since it
provided opportunities for learners to engage into learning without them getting bored and
enhance their ability to be creative. Intellectual development (M = 3.38, SD = 0.44) and life
skills development (M = 3.41, SD = 0.52) were also an important aspect to be enhanced to
achieve holistic education. Not only it will advance the cognitive abilities of the learner but also
through the help of infographics, it will increase their creativity and fact-finding abilities.
126 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
Infographics can be considered alternative educational tools that may provide solutions
for educators who teach abstract or complicated subjects that are difficult to express verbally.
The findings support the claims of Alrwele (2017) that infographics may offer significant
educational potential for improving learners' life skills, intellectual, and affective qualities.
Similarly, it has been found to be beneficial in improving student achievement in learning
lectures and courses.
Table 6
Test of Difference in the Level of Scientific Knowledge Before and After the Use of PBL Infographic Material
Pretest
Posttest
t
df
Sig.
(2-tailed)
Interpretation
M
SD
M
SD
Content Knowledge
6.467
3.3398
7.93
3.423
- 4.253
29
0.000
Significant
Procedural Knowledge
4.967
2.5118
6.73
2.677
- 4.851
29
0.000
Significant
Epistemic Knowledge
4.000
2.2438
5.67
2.695
- 3.953
29
0.000
Significant
Total Score
15.500
6.7607
20.33
7.284
- 7.293
29
0.000
Significant
Legend: Sig. (2 – tailed) > 0.05, Not Significant
Sig. (2 – tailed) < 0.05, Significant
Table 6 presents the test of difference in the level of scientific knowledge of the students
before and after the use of the PBL infographic material. It can be observed that there is a
significant difference between the pretest and posttest results of the respondents and their level of
scientific knowledge as to content knowledge, procedural knowledge, and epistemic knowledge.
For each topic, it consisted of 15-items questions, and for every 5 questions it measures the
content, procedural, and epistemic knowledge of the learners.
These findings imply that after using the problem-based infographic material, the students
were able to enhance their content knowledge, procedural knowledge, and epistemic knowledge.
As a result, it was presumed that students have a basic understanding of the major scientific
explanatory concepts and ideas that were included in the material distributed to them. In terms of
measuring procedural knowledge, the test items were focused on understanding of techniques
used by scientists to arrive at scientific conclusions. Lastly, it is evident that the epistemic
knowledge of the students was enhanced. Test items were focused on grasping of justification for
typical scientific inquiry procedures, the status of assertions created, and the meaning of key
words like theory, hypothesis, and data. It involved the analysis regarding various scientific
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concepts and theory like the occurrence of explosion in space, will there be sound produced, and
others.
Table 7
Relationship between the Acceptability of the PBL Infographic Material and Level of Scientific Knowledge
Perceived
acceptability
Level of Scientific Knowledge
Posttest
Total
Content
Procedural
Epistemic
Intellectual
0.037
-0.172
-0.026
0.344
Life skill
0.121
0.003
0.066
0.259
Affective
-0.050
-0.196
-0.150
0.262
Overall Acceptability
0.043
-0.134
-0.040
0.326
Table 7 shows the test of relationship between the perceived level of acceptability of the
PBL infographic material and the posttest scores of the respondents as to their level of scientific
knowledge. It can be observed that there is a positive correlation between the content knowledge
and procedural knowledge when it comes to the life skill development of the learners. This
means that as the level of scientific knowledge of the learners increases after using the problem-
based infographic material, the life skill development also increases.
In terms of the epistemic knowledge, it obtained a positive correlation in all skills
developed – intellectual, life skills, and affective. This means that the learners can justify typical
scientific inquiry procedures, identify and give meaning to key words presented in theory,
hypothesis, and data. However, there are negative correlation values obtained in content
knowledge and procedural knowledge in terms of the intellectual and affective development of
the learners. A negative correlation value implies that the variables move in opposite direction.
This is in contrast to the study of Basco (2020) that infographics had a considerable
impact on students' intellectual development. In terms of the development of life skills,
infographics strengthen the cognitive domain and help people develop life skills like
communication and teamwork. In order to effectively relate and work with people in the twenty-
first century learning environment, several abilities are required. Lastly, in terms of affective
development, it indicates that infographics should be used in class to increase motivation and
self-confidence.
128 | International Journal of Science, Technology, Engineering and Mathematics, Volume 2 Issue 4
5. Conclusion
The study sought to develop a problem-based infographic material to enhance the
scientific knowledge of Grade 7 modular distance learners during the School Year 2021-2022.
The study used descriptive-developmental research design focused on experts’ perception on the
integration of problem-based learning stages and infographic design elements and the students’
perception on the overall acceptability of the infographic material to advance their scientific
knowledge.
From the data gathered and interpreted, expert respondents perceived that the PBL
learning stages and the infographic design elements were highly integrated in the developed
problem-based infographic material. In addition, the students found that the intellectual, life
skills, and affective aspects of the infographic material were moderately acceptable.
Furthermore, there was an increase in the posttest scores compared to the pretest scores after
utilizing the PBL infographic material. There was a significant difference on the level of
scientific knowledge of the students before and after using the developed PBL material.
Significant relationships were found in the epistemic knowledge and the acceptability of the
infographic material as to intellectual, life skills, and affective development. However, a not
significant relationship was found between content and procedural knowledge and the
intellectual and affective aspect of the acceptability of the material. Therefore, there is no
significant relationship in the overall acceptability of the problem-based infographic material and
the level of scientific knowledge of the respondents.
Based on the findings of the study, it is concluded that the use of an infographic material
increases the level of scientific knowledge of the students given that all elements were fully and
highly integrated to create a quality learning material. It is effective in developing the said skills
for the learners.
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