Elementary Teachers' Knowledge on Infographics and Computer Literacy in Mabini District

Abstract

INTRODUCTION

The researcher’s objective for this study to measure the knowledge of teachers on infographics and their computer literacy. This study also aims to enhance the teaching-learning process of the elementary pupils. The focus of the studyis aimed towards the improvement of instruction and development of elementary pupils in line with infographics and computer literacy particularly in small schools in the Mabini District. The researcher aims to increase the awareness to opportunities that infographics can provide to education as well as to investigate the teachers' knowledge about infographics and computer literacy in the teaching-learning process.

METHODS

The Descriptive Method of research was employed in the study. The descriptive type of research is concerned with the condition of the relationship that usually exists as a purposive process in gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, belief, cause and effect relationships, and making adequate and accurate interpretations.

RESULTS

The literacy education’s area of specialization is designed to extend candidates' knowledge, skills, and understanding of literature and language arts in the elementary grades. The main problem of the students includes not having accurate knowledge about this skill and may be time-consuming to study or design. Almost all the students were satisfied with this skill to increase their knowledge and competency efficiently. Action planning is a process which will help teachers to focus on the ideas and decide what steps need to be taken to achieve particular goals.

DISCUSSIONS

Most participants specialize in teaching English from Kindergarten to Grade Six. Knowledge of teachers on infographics and computer use were interpreted as “average.” There is no significant difference between the knowledge of respondents and area of specialization and year level taught. Teachers' knowledge and incorporating knowledge in making infographics in teaching has no significant relationship.