DEVELOPMENT AND VALIDATION OF INFOGRAPHICS ON GENERAL

CHEMISTRY 2 FOR GRADE 12 STEM STUDENTS

In Partial Fulfilment of the Requirements for the Degree

Master of Arts in Education

Major in Teaching Science

By:

Jerome B. Delfino

June 2024
 CHAPTER 1

THE PROBLEM

Introduction
Globally, SARS-CoV-2 coronavirus or much known by the public as COVID-19
(Corona Virus Disease 2019) is still a public health concern. As of 19 May 2024, the
reported cases globally reached to 36,014 with an increase of 2,336 cases on previous
seven (7) days. (World Health Organization, 2024) According to COVID-19 Dashboard
Philippines, there is zero (0) active case of COVID-19 in the country, not until the
president of Private Hospitals Association of the Philippines, Inc. (PHAPI), Dr. Jose Rene
de Grano, reported that on the last week of May recorded an increased in COVID-19
cases by around 10 to 15 percent, but the cases were mild and manageable. Dr. Grano
also added that most of the patients did not have booster doses. (Villanueva, 2024)
Speaking of, the COVID-19 vaccination in the Philippine started last March 2021. In
connection with this, Balita (2023) published on Statista the total number of COVID-19
vaccines administered in the country with a total of 179.04 million doses – 79.2 million
were fully vaccinated (including single-dose vaccine), 75.5. million were administered
with first dose and 24.2 million already received a booster shot.

With the decrease in cases of COVID-19 in the year 2022, the Department of
Education formally opened the school year after two years without face-to-face classes,
with 28,035,042 enrolled learners nationwide. (Mingoy, 2022) From the aforementioned
date until 31 October 2022, five (5) days of in-person classes, blended learning, and full-
distance learning was recommended by the Department of Education. After this, all
public and private schools shifted to five (5) days of in-person classes, except from those
implemented the Alternative Delivery Modes, as specified in DepEd Order 21, s. 2019 or
the Policy Guidelines for K-12 Basic Education Program and DepEd Order 01, s. 2022 or
the Revised Policy Guidelines for Homeschooling Program. (DepEd, 2022)

According to the article of Magsambol (2022) that was published in RAPPLER,

studies found out that students were “learning less” during the shift from distance
learning modality. The prolonged closure of classrooms resulted to a crisis in the
education system in the country. In addition, a report from the World Bank and other
agencies on their recent reports, showed that in nine (9) out of ten (10) Filipinos aged 10
struggled to read a simple text with comprehension that worsened because of the distance
learning modality. (Agence France-Presse, 2022)

Even before the COVID-19 pandemic, there were reports from Trends in
International Mathematics and Science Study (TIMMS), revealing that Philippines scored
the lowest among the fifty-eight (58) participating countries in Science and Mathematics.
Trends in International Mathematics and Science Study (TIMMS) is an international
assessment that provides data on the mathematics and science knowledge of fourth and
eight grade learners that were participated by various countries, including the Philippines,
who participated for the first time in the year 2019. Trends in International Mathematics
and Science Study (TIMMS) 2019 was the seventh assessment cycles participated by 64
countries. In TIMMS 2019, the Philippines scored 249 in science and 245 in
mathematics, which is relatively low.

A press release by the Department of Education (2020) revealed that the

government agency has been offering alternative learning delivery modalities for the
variety of learners across the country, including providing Self Learning Modules, in the
hopes of helping the Department to ensure that the quality of education is accessed,
despite the prohibition of face-to-face classes. The delivery of these modules come in
printed, as well as made available in digital format for those without access to internet or
electricity, and households with gadgets, respectively since digital copies are becoming a
trend now that we are in the 21st century.

Additionally, the use of infographics in the 21st century has become more
common, gradually becoming a trend to follow. Being a method utilized in presenting
information digitally in a way that is visually appealing and easier to understand to the
users, it is no doubt that it is also being used in the field of education in describing
concepts and explaining processes. According to the studies of Yildirim (2016) and by
Noh, et. al. (2017), infographics are an effective tool in facilitating learning. The former
study stated that infographics are capable of teaching basic information and presenting or
confirming currently available ones, while the latter mentioned its capability to simplify
learning the information that the instructors present to the learners. Furthermore, it was
found to be more instructive than text materials especially with the presence of related
charts and diagrams, making it suitable as an alternative for the latter, as well as being
supporting elements for printed materials like books.

In the teaching and learning process, infographics are seen as an effective tool in
presenting complicated data, concepts, and ideas in a very organized and clear manner. It
contains visual representations that can attract students and turn their dull learning
experiences into a fun and enjoyable one. They use evidence- and practice-based data,
compelling statistics, easy-to-read fonts, complimentary color schemes, simple charts,
bold graphs, and other graphics to disseminate information in quick and easily digestible
formats (Smith, 2018). With this description, there is no doubt that infographics have the
potential to be utilized in science classes.

According to the K–12 Curriculum Science Guide, the goal of science education
is to foster scientific literacy in students so they can make informed decisions about how
to use science knowledge that will have a significant influence on society, health, or the
environment. The scientific curriculum incorporates science and technology into all
facets of life while acknowledging its place in modern human affairs. It also connects
science and technology, emphasizes the importance of evidence in explanation, and is
learner-centered and inquiry-based. In a spiral development, concepts and abilities in the
branches are introduced at progressively higher degrees of complexity from one grade
level to the next, allowing for a greater knowledge of the fundamental ideas. A thorough
grasp of the concepts, including their application to real-life circumstances, will result
from the integration of science themes and other disciplines. This makes it clear how
important science teachers are in developing students' skills and preparing them for the
path they will choose in life.

According to Paris (2019) the Philippines scored 357 in Science Literacy in PISA
2018 on its first time participating, and placed second from the bottom, thus proving that
several constraints are present regarding science education in schools and one of which
are the instructional resources used. A study conducted by Sadera, et. al. (2020) revealed
that instructional resources are the greatest challenge of Junior High School students.
Such factors affected the poor performance of the learners in the mentioned assessment.
However, despite the revelation, the teachers are still the ones at the frontlines to achieve
quality education for all.

General Chemistry 2 is a course that covers the topics including intermolecular

forces of liquids and solids, physical properties oof solution, thermochemistry, chemical
kinetics, chemical thermodynamics, chemical equilibrium, acid-base equilibria and salt
equilibria, and electrochemistry. An article by Davis (2024) on ChemExams revealed that
General Chemistry 2 is one of the hardest courses for many students. The first reason is
that General Chemistry courses are both logical and abstract. In addition, General
Chemistry is a “Progressive” subject, so if the student doesn’t understand the material at
the beginning, the student can’t understand the later General Chemistry topics.

The researcher decided to conduct a study regarding developing of infographics

as supplementary material for Grade 12 STEM students with an aim of aiding their
learning in terms of concepts in General Chemistry 2. This is supported by the study of
Sacopla and Yangco (2016), that revealed the suitability and effectiveness of utilization of
infographics in the teaching instruction. In light of the situation of the world that put the
conduct of face-to-face classes to a long halt, the researcher proposed the integration of
infographics in the learning material to help ensure the continuous sharpening of critical
thinking skills of the students while keeping them motivated and engaged in the learning
process.

Statement of the Problem

The main aim of the study is to develop infographics in General Chemistry 2.
Specifically, it will seek to answer the following questions:

1. What infographics can be developed for General Chemistry 2?

2. What is the juror’s evaluation on the developed infographics in terms of:

a. Content Quality
b. Instructional Quality
c. Technical Quality
3. What is the level of acceptability on the developed infographics to:
a. Students
b. Teachers

Assumptions
The study focuses on the development and validation of infographics in General
Chemistry 2 for Grade 12 STEM students of Computer Systems Institute, Inc. The
following assumptions:

1. The researcher assumed that incorporating infographics as a supplementary

material in the classroom is an effective tool for enhancing understanding of
various concepts in General Chemistry 2.
2. The researcher assumed that the Grade 12 STEM students of Computer Systems
Institute, Inc. will engage actively when utilizing the infographics as part of the
learning process.
3. The researcher assumed that the methods used to assess the acceptability of the
developed infographics in General Chemistry 2 are valid, reliable, and
appropriate.
4. The researcher assumed that the feedback of the Grade 12 STEM students and the
science subject teachers of Computer Systems Institute, Inc. on the infographics
will be honest and constructive, providing valuable insights for further
refinement.
5. The researcher assumes that no significant technical issues will prevent the
effective creation, distribution, or use of the infographics to the Grade 12 STEM
students and science subject teachers of Computer Systems Institute, Inc.

Hypotheses
The researcher proposed a hypothesis on the study that focuses on developing and
validating infographics in General Chemistry 2.

Ha: The Grade 12 STEM students of Computer Systems Institute, Inc. will accept
developed infographics in General Chemistry 2 as more helpful than conventional
supplementary materials.
 The hypotheses can be tested through a researcher-made acceptability survey
questionnaire, validated by the jurors using the Evaluation Rating Sheet for Non-print
Materials from the Learning Resources Management and Development System
(LRMDS).

Significance of the Study

This study will be designed to develop infographics in General Chemistry 2. In
this regard, the study will be beneficial to the following: the Students, the Teachers, the
School Heads, the Future Researchers and the Researcher Himself.

Students. The main beneficiaries of this study will be the students. Students that face
difficulties in the lessons can use the supplementary materials to further enhance the
concepts specifically in General Chemistry 2.

Teachers. Teachers will also benefit in this study. Through this study, it can help
educators to gain insights in developing supplementary materials to address problems by
the students in General Chemistry 2.

School Heads. This study will help the school to further improve the quality of education
and the mastery of students in science concepts. This will also let them have training, and
webinars to enhance the skills of teachers in making supplementary materials.

Future Researchers. This study will help future researchers in developing

supplementary materials for other learning competencies or subject areas to improve
practices in science education.

Researcher Himself. This study will help the researcher himself to further improve the
skills and attributes needed to create a well-structured and effective infographic in
science and incorporate the said supplementary material in the teaching and learning
process.

Scope and Delimitation

This study will be conducted with the aim of developing infographics in General
Chemistry 2 as supplementary material for Grade 12 STEM students. The infographics
that will be developed are non-print materials for the students to utilize even at home. In
addition, this study will only focus on the development and validation of infographics for
General Chemistry 2 of the mentioned grade level.

This study will be conducted at Computer Systems Institute, Inc. (CSI) and the
respondents will be Grade 12 STEM students enrolled in the academic year 2023-2024 as
well as the science subject teachers. There are 37 students enrolled in STEM strand on
the said school.

The study will be administered only to the students of the class who will return
the accomplished parent’s permit. The target branch of science as well as the time frame
will be the aspects considered in deciding, hence, the branch of science that this study
will focus is on General Chemistry 2. This means that while the students are learning the
concepts, the researcher will also implement the said study.

The infographics to be developed will be based on the result of the pre-test. There
will be a total of five (5) infographics to be developed, aligned with the MELC, in the
said subject and grade level.

The infographics to be developed will be validated by the jurors using the

Evaluation Rating Sheet for Non-print Materials from the Learning Resources
Management and Development System (LRMDS). The jurors will be composed of six (5)
high school science teachers who passed the qualifications set by the researcher. The
jurors will evaluate the developed materials in terms of content quality, instructional
quality, and technical quality.

The level of acceptability among students and teachers will be determined using a
researcher-made acceptability survey questionnaire. The questionnaires for teachers will
be in printed form, while the students will be given a Google Drive link containing the
infographics in folders together with the level of acceptability questionnaires for each,
that will be created using Google Forms. The researcher will use the data from the
evaluation of the jurors and identification of the level of acceptability to the respective
respondents of the developed infographics for the sole purpose of this research study.
Locale of the Study

The study will be conducted at Computer Systems Institute, Inc., a private school
institution located at F. Imperial Street, Capantawan, Legazpi City, Albay. The mentioned
school offers two tracks, namely, Academic Track and Technical-Vocational-Livelihood.
For Academic Track, the strands offered are General Academic Strand (GAS),
Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and
Mathematics (STEM) and Accountancy and Business Management (ABM). For
Technical-Vocational-Livelihood (TVL), the strand offered is Information and
Communication Technology (ICT).

Definition of Terms
The following terms used in this study are defined conceptually and operationally
for common reference.

Content Quality. It refers to the quality of content in the DepEd LRMDS in

terms of how it is consistent with topics/skills found in the DepEd Learning
Competencies for the subject and grade/year level it was intended, concepts developed
contribute to enrichment, reinforcement, or mastery of the identified learning objectives,
how it is accurate, up to date, logically developed and organized, how it is free from
cultural, gender, racial, or ethnic bias, stimulates and promotes critical thinking, relevant
to real-life situations, how language including vocabulary is appropriate to the target user
level, and how it promotes positive values that support formative growth.

General Chemistry 2. It refers to the target branch of science of the researcher,

where the specific Most Essential Learning Competencies in developing the infographics
will be based.

Instructional Quality. It refers to quality of instruction indicated in the DepEd

LRMDS in terms of how the purpose of the material is well defined, how the material
achieves its defined purpose, how the learning objectives are clearly stated and
measurable, level of difficulty is appropriate for the intended target user, graphics / colors
/ sounds are used for appropriate instructional reasons, how the material is enjoyable,
stimulating, challenging, and engaging, how it effectively stimulates creativity of target
user, how feedback on target user’s responses is effectively employed, how target user
can control the rate and sequence of presentation and review, and how instruction is
integrated with target user’s previous experience.

Infographics. Are visual representations of information, data, or knowledge

meant to present complex information quickly and clearly with the use of graphs, charts,
maps, diagrams, and pictures (California Academy of Sciences, n.d.). In this study, these
are the supplementary materials consisting of representations of information, pictures,
graphs, and concepts on specific MELCS on General Chemistry 2.

Juror’s Evaluation. The ratings of jurors using the Evaluation Rating Sheet for
Nonprint Materials adapted from DepEd LRMDS consisting of content quality,
instructional quality, and technical quality.

Level of Acceptability. It refers to how satisfactory the infographics are to be

used by students and teachers and is measured using the indicators SA for Strongly
Agree, A for Agree, N for Neutral, D for Disagree, and SD for Strongly Disagree.

Science, Technology, Engineering and Mathematics (STEM). It refers to the

target branch of science of the researcher. STEM is a strand in Senior High School which
is designed to nurture the students with curiosity, problem-solving abilities, and
communication skills.
 Students. These are the respondents for the level of acceptability questionnaire
for students, specifically the Grade 12 STEM students of Computer System’s Institute
that accomplished the parent’s permit.

Teachers. These are the respondents for the level of acceptability questionnaire
for teachers, specifically the available science subject teachers of Computer Systems
Institute, Inc.

Technical Quality. It refers to the quality of technicalities in the DepEd LRMDS

in terms of that the audio enhances understanding of the concept, speech and narration
(correct pacing, intonation, and pronunciation) is clear and can be easily understood,
there is complete synchronization of audio with the visuals, music and sound effects are
appropriate and effective for instructional purposes, screen displays (text) are uncluttered,
easy to read, and aesthetically pleasing, visual presentations (non-text) are clear and easy
to interpret, visuals sustain interest and do not distract user’s attention, visuals provide
accurate representation of the concepts discussed, the user support materials are effective,
the design allows the target user to navigate freely through the material, the material can
easily and independently be used, the material will run using minimum system
requirements, and the program is free from technical problems.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Several foreign and local literatures that are relevant to this study are reviewed
and analyzed. These literatures aided the researcher in gaining a better understanding of
the topic.

According to Dendevnorov (2021), United Nations Children’s Fund (UNICEF)

Philippines Representative, in the year 2020, the Philippines closed for more than a year,
forcing students to enroll in distance learning modalities. In addition, the Department of
Education (2019) issued DepEd Order No. 21, s. 2019 which states that Flexible Learning
Options (FLOs) include alternative learning modes and its corresponding learning
resources that are responsive to the need, context, circumstances, and diversity of
learners. With this, the Department of Education (2020) issued Department Order No.
012, s. 2020 stating that the department should adopt the Basic Education Learning
Continuity Plan (BE-LCP) as the framework for the School Year 2020-2021 unless
repealed. The BE-LCP is an educational intervention package that will respond to the
basic education challenges brought by the pandemic. Also, Section V of DO No. 12
covered the streamlining of the K to 12 Curriculum into the Most Essential Learning
Competencies, the different learning modalities (such as face-to-face classes, distance
learning, blended learning, and homeschooling), learning resources, strategies for K to 3,
adaptations for learners with disabilities, assessment, and the Alternative Learning
System.

According to Adonis (2021), the Department of Education provided a variety of

learning options and frequently said that "no student will be left behind," but students
were unable to access high-quality learning resources. This conclusion was supported by
Childhope Philippines (2021), a non-government organization for children in the
Philippines, which listed lack of resources as the issue in the Philippine education system.
The most accessible of all the modalities was modular learning, which parents themselves
favored for their children. Students were instructed through printed self-learning
modules. The modules, according to Education Secretary Leonor Briones, are the
"backbone" of distance learning. However, parents instantly noticed faults in the modules
during the first few days of the school year 2020-2021, making them concerned about the
quality of instruction their children were receiving.

The challenges in education brought by the pandemic are just the tip of the
iceberg. According to the report of TIMMS (2019) International Results in Mathematics
and Science, it showed that Philippines was among the countries who have been
categorized in the low international benchmark of science achievement, where
Philippines had a correct percentage of 54% which is significantly lower than the
international average that is 74%. Besides, learners are required to apply their science-
inquiry skills and show comprehension of fundamental scientific principles as part of the
science curriculum. They demonstrate scientific attitudes and values in order to solve
problems critically, innovate useful products, protect the environment and conserve
resources, improve human integrity and wellness, make wise decisions, and participate in
discussions of pertinent issues involving science, technology, and the environment.

Furthermore, according to Rappler's report (2020), 13 percent of Filipino students

scored poorly on science tests, demonstrating a lack of grasp of basic scientific
principles. Meanwhile, 87 percent of students did not even reach this level. It further
noted that participating in international exams is a first step in addressing curricular and
academic shortcomings in the nation's primary school. The Department of Education also
noted that their long-standing objective is to translate these worldwide assessments into
concrete, doable actions that can notably advance both instructors' and students' academic
achievements.

To address these problems in education here in the Philippines, teachers should

level up in teaching. The University of Wisconsin-Madison (2021) defines instructional
materials as the information or substance presented throughout a course. These comprise
the course's lectures, readings, textbooks, multimedia lessons, and other materials. These
resources can be utilized in both in-person and online classrooms, but some will need to
be altered or completely reworked for the online setting. The most effective learning
resources are coordinated with all other course components, such as learning objectives,
assessments, and activities. The fundamental knowledge that students will encounter,
discover, and use during a course is provided by the instructional materials. They have
the ability to motivate or disengage students. This is particularly true for online courses,
which depend on a thorough and deliberate collection of educational resources that
students will access, examine, absorb, and refer to as they move through a course. For the
best results, these materials must be properly chosen, arranged, improved, and used in a
course. In order to maximize student learning, the planning and selection of instructional
materials should address both the breadth and depth of content. The infographics from the
aforementioned website's educational content will be used as one example in this study.

An infographic, in the words of Shiekh (2020), is a visual depiction of any

information or data. In addition, according to California Academy of Sciences (n.d.),
infographics are visual representations of information, data, or knowledge meant to
present complex information quickly and clearly with the use of graphs, charts, maps,
diagrams, and pictures. An infographic can assist in presenting information in the form of
an appealing visual graphic, whether it's a study on market trends or a step-by-step
laundry instruction manual. There are many different varieties of infographics, so
choosing a form that is consistent with the goals and type of content can make the
infographics truly effective. Infographics are typically used to illustrate facts, clarify
complicated topics, make comparisons, raise awareness, and/or summarize longer
content. For example, turn lengthy blog entries, films, and reports into bite-sized
infographics.

Additionally, Doyle (2019) wrote on how infographics can be used in the

classroom to encourage students to think critically about a topic, data set, or challenging
concepts. It helps pupils put knowledge in a logical order. Standards for tech literacy are
also met. Students that create infographics uncover reliable sources of information and
develop their research skills. Additionally, it enables pupils to demonstrate their
comprehension of a subject in several ways. Simply put, it broadens their perspectives,
which fosters creativity. Last but not least, infographics save time for both teachers and
pupils when developing visual aids because templates are offered on some websites.
Related Studies

There are various related studies that are relevant to the present study. The study
by Fadzil (2018) entitled, “Designing Infographics for the Educational Technology
Course: Perspectives of Pre-service Science Teachers” aimed to solicit the perceptions of
science pre-service teachers in terms of developing infographics for the purpose of
teaching and learning in an educational technology course. The said research had the
involvement of individual works of preservice teachers, with the freedom to utilize
desired online available platforms as well as the scientific concept in generating an
infographic. The findings of the study revealed that most pre-service teachers are able to
curate a well-structured, informative and visually appealing infographic, and were able to
share their interest in integrating their found skills in creating infographics in their career
as teachers in the field of science. Furthermore, after analysis of the reflections of the
target respondents as well as observations of the researcher, the following themes have
emerged: (i) the infographic assignment created a meaningful experience for the pre-
service science teachers, (ii) the infographic enhanced the pre-service science teachers’
conceptual knowledge and (iii) the attributes of a good infographic should be accredited
to the pre-service teachers. The study arrived at a conclusion that innovations in teaching
and learning of the course that encourage student engagement in using technology can be
promoted through development of infographics. Lastly, incorporation of infographics in
the development of instructional materials can also be executed by the pre-service
teachers in the future, to produce scientifically and visually literate students, due to its
ability to reinforce the learning in science subjects.

A study conducted by Reyna (2021) aimed to present an evidence-based approach

that can aid educators in designing, implementing, and evaluating digital media
assignments in the classroom setting. The theoretical models they have presented in the
literature review section were utilized in the implementation of the study in the Faculty of
Science at a metropolitan university in Sydney, Australia. Two case studies were
conducted wherein the first case focused on the perceptions of the students in the digital
media support received through online materials and lectures as well as problems
encountered. The respondents were also encouraged to share their likes and dislikes on
the digital media task provided. On the other hand, the second case study revolved more
on group performance evaluation in digital media assignments given to them. The study
resulted in a highly positive response from both cohorts regarding the perceptions in
digital media assignments. Additionally, no issues were mentioned by the students and
have expressed their enjoyment in showcasing their creativity, collaboration, and in
learning the subject content involved, resulting in meaningful learning. Small numbers,
hence insignificant misconceptions were also observed, but will still be addressed in the
future interventions in the classroom.

Another study by Javier (2020) aimed to uncover all practices of the identified
teachers in digital teaching and learning during the onslaught of the pandemic. With an
administration of 30 days, the descriptive-correlational study conducted in Northern
Philippines garnered 34 teachers as its participants that responded to the survey
questionnaire through google forms. Its findings showed that teachers acknowledge the
positive effects of utilizing digital teaching and learning tools in the class, saying it
makes the students proactive and active, and provides excitement in the teaching and
learning process. It also revealed that internet access with the use of mobile phones,
laptops or personal computers have no direct or significant relationship to their practices
of using digital tools for teaching and learning. Its results gave insights to teachers in
becoming productive even after these trying times.

To show the effectiveness of infographics, Apriyanti et al. (2020) have analyzed

the needs of infographic media for physics learning. It specifically aimed to analyze the
needs for learning uniform rectilinear motion as well as accelerated uniform motion.
Qualitative method was used and for the instruments, observation sheets, interview
guides and document analysis were utilized. All necessary data was collected through
direct observation, semi-structured interview, and document studies. The study arrived
with the findings that both students and teachers agree to using infographics in teaching
and learning physics to help support the teaching and learning process in the mentioned
subject. Hence, the study suggested for teachers to utilize infographics in facilitating
learning. In addition, it emphasized the role of smartphones in designing, developing, and
disseminating them due to its portability and flexibility features. Infographics can be an
alternative media for the teachers to help the students understand such complex concepts
more.

With a similar purpose, Basco (2020) conducted a study and determined the
effectiveness of science infographics in improving academic performance among sixth-
grade pupils. In this study, it used quasi-experimental design to observe one treatment
group before and after treatment and descriptive study for the questionnaires. The
respondents were 25 grade 6 pupils from Batangas State University ARASOF – Nasugbu
Laboratory School and used purposive sampling in the study. It was found out that the
results of the multiple pretest and posttest suggested that infographics can be effectively
used as a tool in learning for both teachers and learners. Infographics are useful in the
improvement of the performance of the learners, and it improves critical thinking skills,
collaboration, teamwork, organization of ideas, and communication skills. It also
increased the learner’s motivation to learn, confidence in learning, and improvement in
giving and receiving feedback. In the current study, it has the same target which is to
improve the learners in their academic performance. However, the researcher will use
descriptive-developmental design in the study and the same sampling methods to be used
in the students.

For its effect and impact, a study of Alrwele (2017) was conducted, which used a
quasi-experimental pretest/posttest design. There were 165 undergraduate female students
enrolled in an English-language program at Al-Imam Muhammed Ibn Saud Islamic
University and were divided into two groups; control group consists of 82 students and
experimental group consists of 83 students. The procedures for the control group were
taught using oral lectures, group discussion, worksheets, and PowerPoint presentation.
On the other hand, the procedures for the experimental group were taught using lectures,
group discussions, worksheets, and infographics. The result of the pre-test between the
control and experimental group indicates that they were equal in achievement prior to the
treatment. However, the result of the post-test between the control and experimental
group indicates significant differences in the total average score, and in favor of the
experimental group.
 Of the respondents in the experimental group, 92% reported that the use of
infographics had a positive impact on their intellectual development. These participants
indicated that infographics captured their attention, kept them engaged, helped them to
easily understand complex information and determine key word and concepts, helped
them to filter out irrelevant data, organized information into local groups, increased their
understanding on hidden relationships, facilitated the connection of new information to
old information, improved their critical thinking, facilitated retention, and informed the
participants about the responsible use of images. There were also 90.2% who reported
that the use of infographics contributed to their life skills, while 89% reported that the use
of infographics positively impacts their affective growth. Therefore, the results of this
study indicate that infographics are effective for improving students' achievement in
learning course content and that infographics have considerable potential in education to
enhance students' intellectual, life skills, and affective development. These outcomes may
provide solutions for faculty who teach complex or abstract concepts that are difficult to
explain solely using written text and orally presented material because infographics
represent alternative instructional tools.

Another study that revealed the usefulness of infographics in education was by

Ozdal and Ozdamli (2017) entitled, “The Effect of Infographics in Mobile Learning: Case
Study in Primary School”. It aimed to know the use of infographics in the academic
success, knowledge retention, and evaluation of the views of primary education students
about utilization of infographics in specific subjects, including Science and Technology.
The study was carried out combining both qualitative and quantitative methods. It then
showed that infographics had positive effects on the academic success of students in two
subjects, one of which is Science and Technology. In terms of knowledge retention of the
students, it was found out that infographics are especially effective in theoretical subjects.
Moreover, after further evaluation of the views of the students regarding the use of
infographics, the researcher have observed how it is especially effective for Social
Sciences and Science and Technology, two subjects that were then considered boring for
them but are fun to learn now, with the help of infographics.
 The conclusion drawn from the study was that infographics are preferred by the
students to be used in the traditional teaching materials if they possess effective visuals.
Additionally, they agreed on how it helped them understand concepts more and how they
are more satisfying to use, in comparison with traditional teaching materials. This
strengthened the belief of the researcher that the same thing can happen when
infographics are used for junior high school students as well, which was the focus of this
study.

In addition, the study of Sacopla and Yangco (2016) was conducted to test
whether infographics can improve student coding skills and conceptual understanding in
Biology. Sacopla and Yangco (2016) employed the pretest-posttest quasi-experimental
design to sixty (60) students, with ages 12 to 13 years old, from two (2) intact
heterogeneous Grade 7 classes in a private school in Calamba City. A coin toss was used
to choose the experimental group (infographics) and the control group (traditional
method). Hence, both groups consisted of 30 students. The result of the pretest on the
experimental group was slightly higher than the pretest of the control group. On the other
hand, the results of the posttest show that the experimental group performed better than
the control group. This suggests that the intervention had a beneficial impact on the
students in the experimental group's coding abilities, even if the posttest results for the
control group also showed a small improvement. The experimental group's students who
were more engaged and produced better work on their seatwork, group projects, and
assignments received higher grades than those who weren't. All of the pupils are regarded
as having little prior understanding of the topics because they all came from various
elementary schools and were in their first year of high school.

The findings of Sacopla and Yangco (2016) on their study does not just decongest
the teacher’s lessons but also allow the students to engage actively in constructing their
learning, by critically analyzing, exploring, critiquing, and reflecting on the lessons being
learned.

The study presented by Gebre (2018) was a descriptive case study where
infographics – visual representation of data and ideas – have been used as cognitive tools
to facilitate learning with multiple representations have evolved independently. This
study was aimed at documenting and describing young adults’ use of infographics as
cognitive tool in the context of science news reporting. A total of 138 students, from
Grades 9 and 10, participated in this project. Moreover, a teacher with 10 years of
teaching experience, implemented the project in his general chemistry class once a week
on average for the duration of each semester.

The results of the study showed that infographics were resources for rich
description and scientific phenomenon. Infographics also provided learners the
opportunity and flexibility to use combinations of learned and invented representations.
And the infographics has implications for studying and designing learning environments.
This study also provided the teachers with the insights into the elements of designing
learning with infographics. Lastly, a number of secondary schools in the US and Canada
were currently employing infographic-based instruction in various domains such as
chemistry, environmental studies, biology, and research methods.

In addition, in the paper of Damyanov and Tsankov (2018), the researchers

motivated the application of infographics to develop skills for cognitive modeling in
education. There is also an opportunity that when using infographics, the user can
develop a comprehensive system of cognitive task related to the formation of modeling
skills and their adaptation to the development of visual literacy competence.

Also, the study Tahir (2020) was conducted using mixed-method research to
collect and analyze quantitative data, as well as narrative data to research the utilization
of infographics in teaching. The participants in the study were asked to express their
views on the possible solutions they think for better utilization of infographics, via an
open-ended question. The feedback received from the teachers and students is
categorized and analyzed into themes. The respondent’s feedback could be categorized
into the following broad themes; the following themes also encompass subthemes; some
of the respondents consider giving frequent infographics assignments as a possible
solution. While a few of the respondents consider that proper guidance and awareness
towards safe and secure online portals for infographics can be considered as a possible
solution. Furthermore, a number of respondents consider that tutorials regarding usage of
online portals for infographics can be considered as a possible solution. Moreover, a few
of the respondents consider better access to ICT resources as a possible solution.

Moreover, the recommendation of the study is to let the faculty members teaching
biology ensure classroom activities for students regarding the preparation of infographics
and by giving group assignments as well as individual tasks. The teachers themselves
must take the responsibility of guiding the students in each step required to prepare
infographics, most importantly in identifying key points and organization of information.

The study of Tarkhova and Tarkhov (2020) aimed to improve the effectiveness of
the educational process by using infographic content that allows to create interactive
infographics with the application of the original markup method. A total number of 578
students participated in the study including 156 first year students from Ufa State
Aviation Technological University (USATU) and 121 Bashkir State Agrarian University
(BSAU), 57 USATU and 152 BSAU second year students, 54 USATU third year
students, and 38 USATU fifth year students. A checklist was used to record the results of
observations and measurements of controlled indicators.

This study revealed problems associated with the use of infographics in the study
of general and specific disciplines such as poor elaboration of the key idea of the
infographic object; an attempt to focus on infographics object without reflecting the
essence of the simulated object or process; violation of the established requirements for
the design of an infographic object. However, with the systematic training to students on
working with infographics, the effectiveness of interactive infographic content used in e-
learning systems significantly increased. With the use of the complex structured
infographics with graphic image markup maps helps to improve understanding and
learning complex of educational material. Hence, it is one of the effective means of
improving the quality of education in the training of specialists.

Synthesis of the State of The Art

The researcher made an analysis and conceptualized the research literature and
studies. The COVID-19 pandemic led to the closure of all schools in the Philippines and
as stated by Dendevnorov (2021), forced the students to shift from traditional learning to
distance learning following President Rodrigo Duterte’s directive to suspend face-to-face
classes. During the implementation of distance learning, Adonis (2021) wrote an article
where the parents and teachers were concerned since the students could not access high-
quality learning resources. Somehow, even before the pandemic, the Philippines scored
lowest among pupils from 58 countries based on the reports of international assessments,
such as the Program for International Student Assessment (PISA) and Trends in
International Mathematics and Science Study (TIMSS). In order to have a better end
result of the students’ assessments, teachers need to ensure that the students meet the
expected learning outcomes through the use of instructional materials such as
infographics. Shiekh (2020) and the California Academy of Sciences (n.d.) defined
infographics as a visual representation of any information or data that can be used to
assist in presenting information in the form of graphics and texts, and presents complex
information quickly with the use of graphs, charts, maps, diagrams, and pictures. In
addition to this, Doyle (2019) indicated that infographics can be used in the classroom to
encourage students to think critically about a topic or a concept.

The studies of Sacopla and Yangco (2016), Alrwele et al. (2017), Ozdal (2017),
Basco (2020), Tarkhova and Tarkhov (2020) and Apriyanti (2020) focused on the
effectiveness of utilizing infographics to the students and the teaching and learning
process. Whereas infographics helped to support the teaching and learning process.
Hence, suggesting that incorporating technologies in designing, developing, and
implementing of infographics in the classroom can enhance the effectiveness of these
materials. Infographics captured the students’ attention and make the students engaged in
the teaching and learning process and in constructing their own knowledge. Also,
infographics improved critical thinking skills, collaboration, teamwork, organization of
ideas, and communication skills of students, motivate them to learn and simplified
complex concepts and processes. Moreover, the infographics were preferred by the
students to be used if these possesses effective visuals (graphics, pictures and diagrams)
since these are satisfying to use, in comparison with other materials. The information and
findings from the literature and studies brought together will aid the researcher in coming
up with effective infographics as a supplementary material for General Chemistry 2. The
said infographics will be evaluated by jurors, as well as by Grade 12 students and
teachers for acceptability.

Gap Bridge by the Study

The researcher made an analysis on the large number of linked studies. The
following gaps are determined:

1. There are some studies that mentioned digital media materials, yet, there are no
studies conducted on the development and validation of infographics, specifically
in General Chemistry 2.
2. There are no studies yet conducted on using a 50-item pre-test to determine the
number of infographics to be developed in General Chemistry 2.
3. There are some studies that integrates infographics in science especially physics,
chemistry and biology, yet, there are no studies conducted on integration of
developed infographics in General Chemistry 2.
4. There are some studies that emphasizes on how to create infographics with the
use of templates on the internet and how to utilize these in a classroom, yet, there
are no studies conducted on the development of infographics using the templates
in Canva.
5. There are some studies that developed infographics for primary and tertiary level,
yet, there are no studies conducted on the development of infographics for Grade
12 STEM students.
6. There are no studies yet conducted on the development of infographics for Grade
12 STEM students in Computer Systems Institute, Inc.
7. There are no studies yet conducted on the development of infographics using the
Most Essential Learning Competencies (MELCS) in General Chemistry 2.
8. There are no studies yet conducted on using the LRMDS Evaluation Rating Sheet
for Non-print Materials for the developed infographics in General Chemistry 2.
9. There are no studies yet conducted on identifying the level of acceptability of the
students and the teachers on the developed infographics in General Chemistry 2.
10. There are no studies yet conducted on utilizing the developed infographics in
General Chemistry 2 as a supplementary material for Grade 12 STEM students.
 In line with this, the researcher identified the significance of the study, which
focuses on developing and validating infographics for Grade 12 STEM students as a
supplementary material, hence, this is the gap that the study will bridge.

Theoretical Framework

A theory relevant to this study is constructivism. One of the psychologists who

founded the theory, Jean Piaget (1950) believes that the individual is at the center of the
knowledge creation and acquisition process, implying that learning is student-centered.
This equates learning with creating meaning based on one's experiences. Moreover, this
theory assumes that learners must construct their knowledge-individually and
collectively. In this theory, learning involves an active process in which learners construct
meaning by linking new ideas with existing knowledge, which can be elicited with the
use of infographics.

Another theory where the study is anchored is the Theory of Multimedia Learning
by Mayer (1997). In the said theory, the learner is a constructor of knowledge who is
active in selecting and connecting pieces of visual and verbal knowledge. Additionally, its
basic theme is that the design of multimedia instruction has a great effect to the degree of
the learners' engagement in the cognitive processes of both the visual and verbal
information processing systems that are essential for meaningful learning. The learning,
according to this theory, is demonstrated when students select and organize relevant
visual and verbal information and systematically integrate the newly constructed visual
and verbal representations. With the limited resources on working memory, selection,
organization and integration are more likely to take place when visual and verbal
information is presented in an adjacent than in a separate manner. Moreover, this theory
involves three assumptions – dual channels, limited capacity, and active processing. The
first assumption, dual channels, states that humans possess separate channels for
processing visual and auditory information. The processing of information begins
depending on which channel is concerned (visual or auditory). For the limited capacity
assumption, it says that there is a limitation in the amount of information that can be
processed in each channel at one time. Lastly, according to the active processing
assumption, attending to relevant incoming information, organizing selected information
into coherent mental representations, and integrating them with other knowledge is how
humans show engagement in active learning.

The main purpose of teaching is to ensure effective learning which requires an

effective instructional material with appropriate materials to support meaningful learning,
and an educator that knows how to create one, despite the hindrances and unfortunate
circumstances that may go along the way, without compromising its quality and
neglecting the needs and interests of the diverse students being catered. In this study, the
infographics are mainly anchored on the theory of Constructivism, which gives
importance to active involvement of the students in the process of learning. It highlights
how prior knowledge should be identified to properly enhance learning.

Lastly, the Theory of Multimedia Learning by Richard Mayer emphasizes that

visual and verbal information should be presented together to achieve meaningful
learning, clearly supporting the development of infographics for the students. Thus, the
instructional materials are crucial to develop and need to be well thought of to guarantee
that it will be appropriate, effective, and will successfully contribute to the students in
becoming active learners.

Figure 1: Theoretical Paradigm

Conceptual Paradigm

Educators must take necessary steps to ensure the effectiveness of learning

through making interactive and engaging lessons to help the learners in mastering
learning competencies. To further enhance the students’ learning as well as their critical
thinking skills, through the development of infographics which is the main aim of this
research.

The study will determine the infographics that can be made as supplementary
materials in General Chemistry 2. The researcher will be able to develop five (5)
infographics out of sixty-six (66) MELCS in Grade 12 Quarter 3 and Quarter 4 of
General Chemistry 2, with the use of a pretest. The jurors will evaluate the developed
materials using the Evaluation Rating Sheet for Non-print Materials through the LRMDS,
specifically the content quality, instructional quality, and technical quality to determine if
the infographics are qualified for utilization in a class. Lastly, another aim of this study is
to determine the level of acceptability of the developed infographics of the students and
teachers using the validated and researcher-made questionnaire.

INPUT PROCESS OUTPUT

Juror’s
Evaluation of
the Developed
Development of Infographics Level of
Infographics in Acceptability
•Content
General
Quality • Students
Chemistry 2 for
• Instructional • Teachers
Grade 12 STEM
Quality
Students
• Technical
Quality

Figure 2: Conceptual Paradigm

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

Research Design

A descriptive study design is a scientific approach that entails watching and

describing a subject's activity without in any way altering it (Shuttleworth, 2008).
Developmental research designs examine the phenomenon with reference to time.
(Jaikumar, 2018). In other words, a descriptive-developmental method is the systematic
study of putting into design, developing and careful evaluation of instructional programs,
processes and products that must meet the standard or criteria (Richey, 1994).

This study will utilize the descriptive-developmental research design. It will be

descriptive, as it will describe the most essential learning competencies as the basis of the
development of the infographics. It will also describe the rating given by the juror and
respondents.

It will be developmental as it will develop infographics in General Chemistry for

Grade 12 STEM students to address the research problem and will serve as a
supplementary material in improving the mastery of science concepts and skills.

Sampling Technique
A convenience sampling procedure will be used by the researcher in this study.
The respondents will be selected based on availability and willingness to take part on the
study. This procedure will be achieved by giving out the prepared parents’ permit to the
Grade 12 STEM students and those students that return the parent’s permit will be the
one who will serve as the respondent of the study.

Convenience sampling procedure will be employed to 37 Grade 12 STEM

students and 5 science subject teachers of Computer Systems Institute, Inc. The
convenience sampling was based on the fact that there is a limited number of students
enrolled in the STEM strand.
Respondents
The target respondents for this research will include the Grade 12 STEM students
and science subject teachers of Computer Systems Institute, Inc. In this study, both the
Grade 12 STEM students and science subject teachers will answer a researcher-made
survey questionnaire to determine the level of acceptability on the developed
infographics in General Chemistry 2.

Formulation and Validation of the Instruments to be Used

The following instruments will be used by the researcher to collect data. These are
the validation tool for non-print materials to be used by the jurors through the LRMDS by
the Department of Education, and the level of acceptability questionnaire for the
developed activities using infographics used by the teachers and students.

LRMDS Evaluation Rating Sheet for Non-print Materials. A key instrument that will
be utilized in this study is the evaluation rating sheet for non-print materials. The
LRMDS criteria on content quality, instructional quality, and technical quality will be
utilized by the jurors to evaluate the developed infographics.

Level of Acceptability Questionnaire of the Developed Infographics. In determining

the level of acceptability, an acceptability survey questionnaire will be prepared by the
researcher and will be checked and validated by experts. This will be used by the Grade
12 STEM students and science subject teacher in rating the developed infographics. This
will ask the respondents to rate the extent to which they will agree or disagree with the
provided indicators. That opinion is expressed on a five-point scale with the midpoint
representing a neutral opinion, and the other four choices expressing moderate and strong
agreement or disagreement.

Table 1: Step-by-step Process of the Conduct of the Study

January February March April May June

Sending of
letter to the
school
Distribution
of parent’s
permit (for
convenience
sampling)
Validation of
researcher-
made survey
questionnaire
(for level of
acceptability)
Administering
of pre-test to
the students
Development
of
infographics
in General
Chemistry 2
Sending of
developed
infographics
and
evaluation
sheets to the
jurors
Retrieval of
evaluation
sheet from the
jurors
Distribution
of developed
infographics
and level of
acceptability
questionnaire
to the students
and teachers
Retrieval of
level of
acceptability
questionnaire
from the
students and
teachers
Interpretation
of the data
gathered
Statistical Treatment of the Data

Mean. This tool will be used to answer the juror’s evaluation on the content, instructional
and technical qualities of the developed infographics. The materials must reach the
passing score stipulated in each factor in the LRMDS. The ratings from the jurors will be
gathered and assessed using the passing score points below. The ratings will be used to
get the mean for each of the factors and will be subjected for interpretations. Any material
which may fail in at least one factor will not be recommended for use in schools. The
total score below provides a basis for the material that can be recommended for public
use.

Table 2. Maximum and Minimum Scoring of the Evaluation Rating Sheet for Non-print
Material

Factor Maximum Score Minimum Total Score

Content Quality 40 At least 30
Instructional Quality 40 At least 30
Technical Quality 52 At least 39

Mean and Weighted Mean. These tools will be used to determine the level of
acceptability of the developed infographics in General Chemistry 2 among Garde 12
STEM students and science subject teachers. The researcher will use a five-point Likert
Scale survey-questionnaire. The weighted mean will be used to interpret and analyze the
results. According to Clark-Carter (2010), the weighted mean is calculated by multiplying
each data point in a set by a value defined by some feature of whatever contributed to the
data point. The weighted mean will used in this study to generalize the level of
acceptability of the developed materials among the respondents. This treatment will use
this formula:

ΣfW
Weighted Mean = = n

Where f is the frequencies of the scores found in the results to depict the number
of times a certain score value occurred, W is the weight of the scores or points in the
Likert scale and n refers to the total number of respondents. The mean for each descriptor
will be computed and interpreted using the range to determine the level of acceptance.

Likert Scale for Level of Acceptability. In interpreting the data from the responses of
the respondents for the acceptability of the developed infographics, the qualitative
interpretations of the 5-point Likert scale, are given in Table 2.

Table 3. Likert Scale for Level of Acceptability

Scale Range Interpretation Level of Acceptance

5 4.20-5.00 Strongly Agree Highly Acceptable
4 3.41-4.19 Agree Acceptable
3 2.61-3.40 Moderately Agree Neutral
2 1.81-2.60 Disagree Unacceptable
1 1.00-1.80 Strongly Disagree Highly Unacceptable
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