Visual Literacy Typology And Techniques In Teaching Science: Input To Grade 9 Students' Higher-Order Thinking Skills

Abstract

INTRODUCTION

Science education in the Philippines has experienced modification and further strengthening to adjust in the changing condition and to stay aware in the most recent advancement, as well as to develop scientific skills and literacy among Filipinos in the 21st century. Many innovations have been made through studies and researches about effective teaching and learning science. Despite these innovations, many students find it difficult to cope with the requirements of the subject. The purpose of this study was to determine the effectiveness of using visual literacy typology and techniques among the Grade Nine students of Gov. Felicisimo T. San Luis Integrated Senior High School, Sta. Cruz, Laguna for the School Year 2017 -2018. It sought to determine the higher-order thinking skills of students in learning Grade 9 Earth and Space under K to 12 General Science Curriculum.

METHODS

This study focused on Visual Literacy Typology andTechniques in Teaching Science as Input to Grade 9 Students' Higher Order Thinking Skills. The study was limited to the Grade 9 students who were enrolled at Gov. Felicisimo T. San Luis Integrated Senior High School, Sta. Cruz, Laguna, during the school year 2017 -2018. It involved five sections with one hundred eighty (180) students who were heterogeneously grouped and were almost of the same age and level in terms of prior knowledge. All sections utilized the five visual literacy techniques. Thirty (30)items each pre-test and post-test which considered in the least mastered competencies in the third quarter grading period were constructed and were administered before and after the duration of the study.

RESULTS

There is no significant relationship between the effectiveness of visual literacy techniques and students' higher-order thinking skills. There is a significant difference in the pretest scores and posttest scores of Grade 9 students in terms of critical, logical and creative higher-order thinking skills. There is no significant difference in the mean posttest scores of students in terms of critical, logical, and creative thinking skills when grouped as to visual typology.

DISCUSSIONS

Teachers may use visual literacy techniques for students to learn better and to improve the teaching -and -learning process. School administration may consider improving and adapting the curriculum as to science approaches and strategies suit the needs of the students. Teacher-mentors may provide a proper teaching model and a learner-centered model, which can improve teacher education preparation for the new breed of teachers. School-based researches using the visual literacy techniques in other subject areas may also be recommended to further evaluate the effectiveness of the visual literacy techniques for a longer period of implementation.