Development and Validation of Infographics Based on the Least Mastered Competencies in Physics
Cynthia G. Quiambao1, Jayson Y. Punzalan2

1Cynthia G. Quiambao, Tarlac State University College of Education, Tarlac City, Philippines.
2Jayson Y. Punzalan, Tarlac State University College of Education, Tarlac City, Philippines.
Manuscript received on 14 June 2019 | Revised Manuscript received on 10 July 2019 | Manuscript Published on 17 July 2019 | PP: 352-357 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A10560581C219/2019©BEIESP
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Abstract: The roles of the teacher inside the classroom include, syllabus preparation, classroom management, selection of appropriate methodology, selection and utilization of instructional materials, evaluation of students performance etc. Teacher’s effectiveness inside the classroom is always measured in terms of the knowledge acquisition of its students. The higher the passing rate, the more effective the teacher is. Teachers should always look for different avenues to ensure effective and meaningful teaching and learning. In this regard, this study was conceptualized to develop and validate infographics based on the least mastered competencies of students in physics subject and to determine its effectiveness to the students in terms of knowledge acquisition as an input to science education. The developed infographics are based on the least mastered competencies of students in Physics subject: acceleration, force, friction, energy, free fall, work, momentum and impulse, laws of motion, projectile, speed and velocity, heat, phase change ad thermal expansion. The acceptance was rated based on that which could be strongly agreeable, with specific parameters under investigation being clarity and evaluation, adaptability, learning activities, design characteristics, content, and objectives. The developed infographics promoted students’ performance in content-knowledge acquisition. The infographics would serve as an instructional materials and teaching aid in teaching science concepts particularly in physics to promote higher students’ performance in content knowledge acquisition. It can also be a tool to promote science literacy in different schools because it is a visual electronic type of material that ‘millennial/21st’ learners can relate with.
Keywords: Development, Validation, Infographics, Physics, Science Education, Knowledge Acquisition.
Scope of the Article: Bio-Science and Bio-Technology