MODULE GRAPHIC STRUCTURE AND ITS IMPACT TO STIMULATING

LEARNING

CHAPTER I

INTRODUCTION

Background of the study

The outbreak of the new coronavirus infection known as COVID-19 has

first occurred in Wuhan City of China in December 2019 (Wikipedia, 2020). It

has rapidly affected thousands of people, who are sick or being killed due to

the spread of this disease. The COVID-19 pandemic is also resulted in a

widespread disruption such as travel restrictions, closure of schools and

global economic recession. Moreover, most countries around the world have

temporarily closed educational institutions to contain the spread of the virus

and reduce infections (Tria, 2020). Face to face engagement of students and

teachers within the school has also been suspended. The Philippines is in the

process of adapting to the new normal form of education at present, and

continuous innovations of educators and active involvement of other

stakeholders are the driving force for its success. In addition, for the continuity

of education and for every school to still attain its mission and vision which is

to provide quality education to every Filipino learner, the Department of

Education implemented the Modular Distance Learning.

 Modular learning is the most popular type of Distance Learning. In the

Philippines, this learning modality is currently used by all public schools

because according to a survey conducted by the Department of Education

(DepEd), learning through printed and digital modules emerged as the most

preferred distance learning method of parents with children who are enrolled

this academic year (Bernardo, J).

According to Slythe, (1970) the use of graphics in education has a long

history. The use of illustrations in books written in English, especially those

intended for children, was common place by about 1840. After that time, the

use of illustrations in children’s books has been especially extensive,

elaborate, and artistic (Feaver, 1970). A wide variety of graphics from

photographs, pictures, and cartoons, charts, maps, diagrams, and outlines- is

common today in most teaching strategies.

Moreover, the interaction between instruction and learning is

complex and does not lend itself to many generalizations. Answers to

questions about how best to employ instructional graphics are similarly illusive

and evasive. Instructionally, the role of graphics in computer environments

covers a lot of ground. The computer can be used for traditional applications,

such as graphics that present static informational images or text that help

someone to understand a concept or principle. Much of the instructional visual

research over the past 40 years has pertained to applications such as these.

Although most of this research has been in non-computer contexts, it is still

quite relevant. However, the computer offers many more instructional

applications than just presentation. One of the most exciting, yet uncharted,
areas involves computer micro worlds based on computer animation (Rieber,

1992).

According to Theall, (2012) one way to stimulate interest is to use

examples that clearly connect with students backgrounds. Ask students to

draw on prior learning and personal experience to demonstrate the relevance

of the content. Since learning is the sum of each person’s experiences, and

since success in meeting a challenge is a powerful motivator, blending

experience with new content. Neuroscience research (3,4) has reached

similar conclusions. When students succeed, they want to learn more, and

they realize why learning is cumulative rather than just memorization of bits of

information. Stimulation comes in part from the realization that their success

resulted from effort, the application of previous learning to new material, and

the construction of new meaning.

Therefore, the aimed of the present study is to examine the perception

of the selected respondents if there is correlational between Module Graphic

Structure to Stimulating Learning. In addition, this research is designed to

determine the problem specifically to the response of the selected learners

when it comes to Module Graphic Structure to Stimulating Learning. In

general, the perception of the first variable has a lot of impacts when it comes

to the second variable of this study. Thus, the solicited information helped to

know the perception of the students as the respondents in the study.

Statement of the Problem

 This research study is intended to develop the impact of Module

Graphical Structure on Students Stimula ting Learnings in Immaculate

Conception School of Guiuan Inc.

Specifically, it aimed to:

1. Determine students Level of interest through Module Graphical

Structure and Its Impact in terms of :

1.1 Module Graphic Structure

1.1.1 Artistry

1.1.2 Picture

1.2 Stimulating Learning

1.2.1 Motivation

2. Is there a significant impact of Module Graphics on Stimulating

Learning among students?

3. What recommendation can be offered based on the result of the study?

Conceptual framework

Independent Variable Dependent

Variable

MODULE GRAPHIC STRUCTURE STIMULATING LEARNING

 Artistry  Motivation

 Image

Figure 1: The study highlighted The Module Graphic structure and Its Impact
to Stimulating Learning among students.
Research hypothesis

Ho: There is no significant relationship between Module Graphics

Structure and Its impact to stimulating Learning.

H+: There is a significant relationship between Module Graphics

Structure and Its impact to stimulating Learning.

Scope and Delimitation

This study focused between module graphic structure and its impact to

stimulating learning among selected Grade V and Grade VI pupils of

Immaculate Conception School of Guiuan Inc. S.Y 2020-2021.

 Selected elementary students specifically Grade 5&6 who used

modular learning modality as their medium for distance learning.

Significance of the study

This study mainly focused between module graphic structures to

stimulating learning.

In addition, the output of this study will be beneficial to the following:

To the Students. The outcome of this study will provide useful

information which may help the students know the impacts of module graphic

structure to their school interest.

To the Parents. This study may give useful insights to the parents,

since

parents will be aware of the problems of their children and the effect of these

on their academic performance.

To the Faculty. The result of this study may give helpful information

that could be useful in understanding impacts of module graphic structure to

stimulating learning.

To the Administrator. The insights of this study may give useful

information to the administrator to help the students to improve and give

attention in relation to this study.

 To the Researchers. As academic student, the result obtained from

this study will provide awareness of the impact of module graphic structure

to the stimulating learning.

To the Future Researchers. The result of this research output will be

used as a reference material to those who are willing to conduct a study

related to the problem.

Definition of terms

Module. Is a unit, chapter, topic, or segment of instruction. It is a

standard unit or instructional section of your course that is a “self-contained”

chunk of instruction. A week is a common module length, but it can be shorter

or longer depending upon content and your teaching style. Module in this

study refers to the medium used by the student in distance learning.

Graphics. Is the products of the graphic arts, especially commercial

design or illustration. Graphics in this study refers to the design, illustration,

and images found in learning materials used by the students.

Structure. It is an arrangement and organization of interrelated

elements in a material object or system to organized. Structure in this study

refers to the arrangement of design and illustration.

Impact. The action of one object affecting with another. Impact in this

study refers to the effect or influence on an individual.

 Stimulating Learning. Encouraging or arousing someone’s

enthusiasm in Learning. Stimulating Learning in this study refers to boost

someone’s interest in studying.

Chapter II

REVIEW RELATED LITERATURE AND STUDIES

 This chapter presents literatures and studies related to Module

Graphics Structure and Stimulating Learning.

Related literature

1. Module Graphics Structure

A module graphical structure is especially important in modular

learning environments, as it provides an aid in the presentation and

application of the teaching and learning process. When students are aware of

the structure of the course, they spend less time guessing about what is

expected of them and more time focusing on the content and activities.

Schnotz’s study suggested that contrary to previous claims that

graphics were only a secondary Subordinate representation, successful

learners used graphics and text in mutually constructive (adjunct) ways, and

that when supported and elaborated by text, graphical and visual forms

contribute to more robust and effective learning. Stone and Glock (2000) also

examined a very specific context of university undergraduates using simple

perspective line drawings and directions for assembling a model. However,

what their work suggests is that there is certain information that is best

processed visually.

The following Module Graphic Structure are assessed in this study:

1.2 Image

Accroding to Hookey (2006) Images contain more information than

text. But both images and words contain associations with their location and

surrounding items, and trigger emotions in the subject. When pairs of pictures
are shown to subjects, they recall the images, but also the combinations that

were presented

Study shows that “The memorial representation of pictures is in some

way more elaborate, distinctive, or meaningful than the representation of

words” (Hockley, 2008). One explanation is that images may be processed

more semantically ‘deeply’ (Craik and Tulving, 1999; Craik and Lockhart,

1999). Another very widely accepted theory is Paivio’s (1971) dual coding

theory. According to this theory, when visual information enters the brain via

the eyes, it triggers the sound associated with the name of the thing in the

image, leading to dual processing of both the visual and verbal information

with one reinforcing the other. Thus observers of images are getting

multichannel and multiple representations of content information.

2.1 Stimulating Learning

According to Banna et al. (2015), if content, design and illustration

played a central focus in the past, engagement plays an important role in

stimulating learning today. To boost student engagement, basic engagement

techniques learning have been identified: student-content and design

(Bernard et al., 2009). Lear, Ansorge, and Steckelberg (2010) say that

interactions with content and illustrations and design help online learners

become active and more engaged in their courses. Interactivity and sense of

community result in high-quality and more effective learning outcomes.

2.1 Motivation

Motivation is a psychological construct tied to teaching and learning,

and most experts agree in defining it as a set of processes. These processes

activate and direct behavior, and are also involved in the continued pursuance

of said behavior (Albrecht & Karabenick, 2018; Maquilón & Hernández, 2011);

it embodies that which will drive a person into action (activation), enable them

to set an objective (direction) and continue to work toward it (persistence)

(Naranjo, 2009).

Naranjo (2009) as cited in Melian-Melian and Martin-Gutierrez (2018)

declare that motivation is the process in which individuals set themselves an

objective, use appropriate resources, and continue with a particular behavior

in order to achieve said objective. So, within the field of education this will be

seen as the individual’s willingness to learn, and as their willingness to

continue doing so independently. The same way, Melian-Melian and Martin-

Gutierrez (2018) paraphrasing Lechuga (2014) points out that motivation is a

proven cornerstone in learning, as students who are motivated will engage

more and also have greater powers of concentration in academic tasks. In

their hunt to resolve a problem, greater efforts will be made to find potential

solutions, and students will readily attempt to present alternative solutions.

Review related studies

1. Module Graphics Structure

 The study conducted by Litz (2005) states that Module graphics and

images boost student’s motivation and creativity, Studies found that Image

and Graphics are considered as a valuable device to motivate and develop

pupil’s creativity. When students read picture books without many word they

learn to employ their imagination to explain and recreate and represent the

part of story that they look in the books (Fang, 1996). Moreover for meaningful

learning students need to make connection between visual and verbal

representations (Mayer, Steinhoff, Bower, & Mars, 1995). In this regard

teachers can enhance students’ creativity by encouragement and reward,

or by choosing interesting materials (Sternberg, 2003).

Pictures also provide a time frame and give chance to the students to

make decision and utilize their imagination to guess and elaborate what will

happen. This promotes the reader to create his own fables based on his

imagination and creativity. This is mainly, because illustrations help reader

to make elaboration of the text, thus learning will be easier by motivating

the students to shape and images of the information (Schallert, 1980).

As Diamond (2008) considers, students prefer images and pictures in

textbooks because by using them they can understand and learn better and

easier than words students need illustrative information for leading their

reaction to verbal information. Thus, students often connect pictures with

their own life experiences. Then they can create meaning according to their

existing schemas.

The following Module Graphic Structure are assessed in this study:

1.1 Artistry
 The visual design and arrangement of Structure can give module

eminence to some elements in the module. The students visualize and next

understand words during illustrations in the modules (Hibbing & Rankin-

Erickson, 2003).

Study conducted by Williams and Peek (1999) Modules should be

designed base on proper methodology, the psychological, and linguistic

principles have to consider accepted techniques of teaching .

Sometimes graphics in modules have decorative role and in most cases

illustrator of textbooks do not consider educational philosophy and student’s

psychological needs in process of learning and in the graphics and

illustrations. This is especially correct because making the creative society

needs true basic education system (Morris, 2006).

1.2 Image

Image have essential functions. Most of the time they are considered

as main appliances for providing content knowledge and can determine data

and information which students need to them in a class and evaluate what

students should do and should not learn (Freeman & Porter, 1989; Lebrun et

al., 2002; Mahmood, 2011).

Images and pictures represent part of our reality. Regularly these

images do not represent the whole, but to help students focus on experiences

an important part of their live (Dimopoulos, Koulaidis, & Sklaveniti, Pictures

are able to motivate students to study the attached text; they can increase

attention or encourage more detailed processing of textual data which

included in illustrations, also they can explain and make clear content that is
not easy to understand, or they can aid to create nonverbal codes in

addition verbal ones and thus increase recovery potential for the picture

text content (Peeck, 1999). Through the use of pictures students can make

active previous knowledge probably something like imagine what will happen

in the future or occur in a remote location, recall past events (Cho & Kim,

1999).

Furthermore some researchers have found that the level of Asian

students’ creativity is lower than United States and Canada communities

(Alias, Hadi, & Balkis, 2010). Student from United States has higher creativity

level than Malaysian student (Chua, 2004). It is believed to main goal of

education is that helping students to think productively and coordinating

creative thinking (to create ideas) and critical thinking (to estimate ideas)

(Paul, 1999). Many experts in educational systems or in educational

psychology

2. Stimulating Learning

According to Theall, (2012) one way to stimulate interest and learning

is to use examples and illustration that clearly connect with students lesson

and topic. Ask students to draw on prior learning and personal experience to

demonstrate the relevance of the content.

2.1 Motivation

Studies found that Pictures are considered as a valuable device to

motivate and develop pupil’s creativity. When students read picture books

without many word they learn to employ their imagination to explain and
recreate and represent the part of story that they look in the books (Fang,

1996). Moreover for meaningful learning students need to make connection

between visual and verbal representations (Mayer, Steinhoff, Bower, & Mars,

1995).

In this regard teachers can enhance students’ creativity by

encouragement and reward, or by choosing interesting materials

(Sternberg, 2003). Pictures also provide a time frame and give chance to the

students to make decision and utilize their imagination to guess and elaborate

what will happen. This promotes the reader to create his own fables based on

his imagination and creativity. This is possible because illustrations provide

mental scaffolds to facilitate their process understanding of the written text

(Fang, 1996). This is mainly, because illustrations help reader to make

elaboration of the text, thus learning will be easier by motivating the

students to shape and images of the information (Schallert, 1980). As

Diamond (2008) considers, students prefer images and pictures in

textbooks because by using them they can understand and learn better and

easier than words students need illustrative information for leading their

reaction to verbal information. Thus, students often connect pictures with

their own life experiences. Then they can create meaning according to their

existing schemas.

Theoretical Framework
 This study will be anchored with the Cognitive Theory of multimedia it

is basically a theory that proposes that “people learn more deeply from words

and pictures than from words alone.”

The Multimedia principle is a theory studied in depth by Richard Mayer

that states words and graphics are more conducive to learning, rather than

just text or graphics alone. The theory is based on the idea that learners learn

better when they engage in relevant cognitive pressing such as attending to

the relevant material in the lesson, mentally organizing the material into a

coherent cognitive representation and mentally integrating the material with

their existing knowledge.(Mayer 154) His study also shows that learners may

engage in less in-depth learning with just text alone, not connecting what they

have read with new or prior knowledge.

Humans can only process a finite amount of information in a channel at

a time, and they make sense of incoming information by actively creating

mental representation. Thus, pictorial information helps in understanding the

context easily and retaining information (kanelo, 2014). In all studies

conducted by the students that learned with graphics and text were able to

answer questions about the processes involved better than students with just

text alone.

Another theory considered in this study is Dale’s Cone of Experience

where in it is a model that incorporates several theories related to instructional

design and learning process.

During the 1960’s, Edgar Dale theorized that learners retain more

information by what they “do” as opposed to what is “heard”, “read” or

“observed”. His research led to development of the cone of experience. The

cone was originally developed in 1946 and was intended as a way to describe

various learning experiences. Essentially, the Cone shows the progression of

experiences from the most concrete (at the bottom of the cone) to the most

abstract (at the top of the cone).

Chapter III

METHODOLOGY

This chapter presents the methodology employed in conducting these

studies. It included the description of the Research Design, Research Locale,

Research Respondents, and Data Gathering Process in this study.

Research Design

The researchers will use the descriptive-correlational research method

considering that our study is describing the extent of relationship between

Graphical Structure and Stimulating Learning

A descriptive-correlational method is a research design of a

relationship between two or more variable; It indicates how one variable may

predict another variable. The descriptive methods discussed above permit a

statement, in the form of correlations, about that relationship. (Houghton

Mifflin Harcourt, 2014)

To answer the objective of the study, relevant ideas was gathered

using a survey questionnaire retrieved from the internet that focused on the
aims to determine the Module Graphic Structure and Its Impact to Stimulating

Learning. The questionnaires will be used as the main instrument to

determine the indicators’ perception study level of 1.1 Module Graphic

Structure 1.1.1 Artistry 1.1.2 Picture 2.2 Stimulating Learning 2.2.1 Motivation

Research Locale

The Study will be conducted to the selected elementary students

specifically Grade 5&6 who used modular learning modality as their medium

for distance learning. The researcher has chosen this locale for the reason

that these institution have enough information to gather data. This study

focused on the module Graphical Structure and Its Impact on Stimulating

Learning.
Figure 2: This shows the research locale of the study.

Respondent of the Study

The respondents of the study are Grade 5&6 pupils who use Modular

Leaning Modality as a medium for distance learning from Immaculate

Conception School of Guiuan Inc.

Table 1. Respondents of the Study

Grade & Section Boys Girls Total

 Grade 5- Prudence 19 9 28
Grade6- Temperance 15 14 29

Total 24 23 57

Data Gathering Procedure

In this study, quantitative data will be collected by means of

questionnaires consisting of closed-ended question. The question are

designed in order to determine the level of the respondent’s perception in

terms of the first and second variable.

Below is the list of procedure that the researchers will utilize in

acquiring data from the respondents of the selected Grade 5&6 pupils who

used modular learning modality as their medium for distance learning.

First, the researchers will make a letter request to the academic

coordinator to ask permission to let us conduct a survey from senior high

school students specifically the grade 6 pupils in Immaculate Conception

School of Guiuan Inc.

Second, if the request will be approve, the researcher will start to

conduct the survey. The researcher will coordinate to the adviser of the

chosen respondents so that they can distribute the survey questionnaire along

with the module during module’s retrieval and via online.

After a week the researchers will collect the questionnaire from the

respondents. The researchers will interpret the data gathered by the help of

the statistician. Lastly, data analysis, tabulations and courting into the

categories and preparations of the summary findings, conclusion and

recommendation of the study will be done after acquiring all the necessary

data.

Sampling Design

Number of respondents. To find out who will be the respondents out of the

total population, the researchers will use the Simple Random Sampling.

Simple Random Sampling is the breaking of a statistical population

where in each member of the group has an equal chance of being chosen. A

simple random sampling meant to be a fair representation of a group and

considered to be fair way to select respondents from a large population

(Kenton, 2018)

According to Graveter and Forzano (2011), Simple Random Sampling

also known as random sampling is the purest and the most upfront probability

sampling strategy. It is well-known method for choosing respondents from the

population for a lot of purposes. It has been claimed that the logic behind

simple random sampling is that it takes away the possible chance of being

bias and should result in representative samples.

Statistical Treatment

In examining the result of the study, the researchers will consolidate,

organize and tabulated the data that will be obtained from the survey

questionnaire. It will be analysed and interpreted using suitable statistical

tools. Frequency count, percentage and rating scale will be employed in terms

of the Graphical Structure and It’s Impact to Stimulating Learning to asses the

Elementary students in Immaculate Conception School of Guiuan Inc. as the

respondents of the study. The data will be collected will be presented tables

and graphic illustration.

The purpose of this research is to determine if there is a significant

relationship between Module Graphic Structure and Stimulating Learning.

Dear Respondents,

In this connection, the researchers would like to solicit your honest opinion by

answering the questionnaire herein attached. Please do not leave any question

unanswered. All your answers to the questions will be held confidential and will be used

for research purposes only.

Very truly yours,

Researchers

SURVEY QUESTIONNAIRE

Name (Optional):

______________________________________________________________________

School:

_______________________________________________________________________

Instruction:

In this questionnaire you are asked to rate a certain behavior based on

your experiences. Please try to be both thoughtful and sincere in your response in order to

maximize the value of the feedback.

Put check (√ ) if it is correspond to your answer with the scale of 1-5

1- Very Unsatisfied

2- Unsatisfied
 3- Neutral

4- Satisfied

5- Highly Satisfied

Part I: Module Graphic Structure

Assessed Questions

Artistry 5 4 3 2 1

1. Font Size
2. Font Style
3. Module Design
4. Page Border
5. Page Heading
6. Font Color of the words
7. Spacing of the words
8. Page Margin
9. Module's Pages
10. Shapes found in the module
5 4 3 2 1
11. Word's indention
12. Graphic Structure
13. Alignment of the words
14. Module's Format
15. Elements

Picture 5 4 3 2 1
1. Quality of the Picture
2. Picture's Color
3. texture of the Picture
4. Picture's Contrast
5. Lines used in the modules
6. Sizes Of the Picture
7. Tone of the picture
 8. Picture Proportion
9. Unity of elements in the picture

Part II: Stimulating Learning

Put check (√ ) if it is correspond to your answer with the scale of 1-5

1- Strongly Disagree

2- Disagree

3- Neutral

4- Agree

5- Strongly Agree

Assessed Questions

Motivation 5 4 3 2 1
1. The Designs of the module gives me interest to read its content
2. The Images in the module has connection on the topic
3. The Design of the Module motivates me in Studying
4. The Pictures me understand the topic easily
5. The module is intellectually stimulating
6. This module has stimulated my interest in the field of study
7. The way the module were presented helped to maintain my

interest
8. The visual design helps to maintain my interest
9. The module has develop my interest in the subject
10. Module made the subject interesting

https://www.open.ac.uk/students-survey/files/files/SaM_2_0_survey
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The first succeeding tables presents the data on the Module Graphic

Structure in terms of Artistry and Picture.

Table 2. level of Module Graphic Structure in terms of Artistry

Indicator/Item Mean Scale

Artistry
1. Font Size 4.00 Satisfied
2. Font Style 4.14 Satisfied
3. Module Design 4.26 Highly Satisfied
4. Page Border 4.19 Satisfied
5. Page Heading 4.07 Satisfied
6. Font Color of the 4.23 Highly Satisfied

Words
7. Spacing of the Words 4.35 Highly Satisfied
8. Page Margin 4.39 Highly Satisfied
 9. Module’s Pages 4.16 Satisfied
10. Shapes Found in the 4.21 Highly Satisfied

Modules
11. Words Indention 4.35 Highly Satisfied
12. Graphic Structure 4.23 Highly Satisfied
13. Alignment of the Words 4.32 Highly Satisfied
14. Modules Format 4.44 Highly Satisfied
15. Elements 4.33 Highly Satisfied
OVERALL MEAN 4.24 Highly Satisfied

Legends

Range Scale

4.21 - 5.00 - Highly Satisfied

3.41 - 4.20 - Satisfied

2.61 – 3.40 - Neutral

1.81 - 2.60 - Unsatisfied

1.00 - 1.80 - Very Unsatisfied

It showed in the table 2, the level of module graphic structure as it

interact to stimulating learning, it showed that in artistry, module’s font size

makes them satisfied which has a mean score of 4.00 and interpreted as

“Satisfied”, the second level on artistry in terms of Font style got a mean score

of 4.14 and interpreted as “Satisfied" this means that the respondents are

satisfied of font style in their modules, and with a mean score of 4.19

interpreted as “Satisfied” means that the respondents are satisfied when it

comes to the modules page border, and when it comes to module’s page
heading, we gather the mean score of 4.07 and interpreted as “Satisfied”, and

the next level on artistry the font color of the words got a mean score of 4.23

an interpreted as “Highly Satisfied”, and in spacing of the words we gather

4.35 mean score and interpreted as “Highly Satisfied” from the selected

respondents. And with a mean score of 4.39 and interpreted as “Highly

Satisfied” we, the researchers find out that the students are satisfied when it

comes to module’s page margin, and for the 10 th level on artistry the “shapes

found in the modules” got a mean score of 4.21 and interpreted as “Highly

Satisfied”. A level on artistry which is the words indention got the mean score

of 4.35 and interpreted as “Highly Satisfied” and in the graphic structure we

got the mean score of 4.23 and interpreted as “Highly Satisfied”, and for the

alignment of words we got the mean score of 4.32 and interpreted as “Highly

Satisfied”. For the 14th level on artistry the modules format got the mean score

of 4.44 and interpreted as “Highly Satisfied”. Lastly, with a mean score of 4.33

and interpreted as “Highly Satisfied” means that modules elements are

satisfying to the students. The overall mean score in the level of artistry got

4.24 and interpreted as “Highly Satisfied” mean the artistry used in modules

are satisfying to the students.

Table 3. level of Module Graphic Structure in terms of Picture

Indicator/Item Mean Scale

Picture

1. Quality of the Picture 3.44 Satisfied

2. Picture’s Color 3.72 Satisfied

3. Texture of the Picture 3.51 Satisfied

4. Picture Contrast 3.51 Satisfied

5. Lines used in Modules 3.70 Satisfied

6. Size of the Picture 3.60 Satisfied

7. Tone of the Picture 3.60 Satisfied

8. Picture Proportion 3.60 Satisfied

9. Unity of Elements in the 3.47 Satisfied

Picture

OVERALL MEAN 3.57 Satisfied

Legends

Range Scale

4.21 - 5.00 - Highly Satisfied

3.41 - 4.20 - Satisfied

2.61 – 3.40 - Neutral

 1.81 - 2.60 - Unsatisfied

1.00 - 1.80 - Very Unsatisfied

It showed in the table 3, the level of module graphic structure as it interact to

stimulating learning, it showed that in picture, the quality of picture gathered the

mean score of 3.44 and interpreted as “Satisfied” which means that the quality

of a picture presented in the module is satisfying. The next level on picture is

the pictures color and got a mean score of 3.72 and interpreted as “Satisfied”,

and with a mean score of 3.51 and interpret as “Satisfied” means that the

texture of the picture in module are satisfying. In Picture contrast, we got the

mean score of 3.51 and interpreted as “Satisfied”, to the 5th level of picture in

module graphic structure the lines used in modules we got 3.70 mean score

and interpreted as “Satisfied”, in the size of picture we got the mean score of

3.60 and interpreted as “Satisfied’, and with a mean score of 3.60 the tone of

picture interpreted as “Satisfied” to the students. To the 8th level of picture, it got

a mean score of 3.60 and interpreted as “Satisfied” means that the picture

proportion is satisfying to the learner. And lastly, the unity of elements in the

picture gather a mean score of 3.47 and interpreted as “Satisfied”. The overall

mean got 3.57 and interpreted as “Satisfied”.

The first succeeding tables presents the data on the Module Graphic

Structure in terms of Motivation.

Table 4. level of Stimulating Learning in terms of Motivation

 Indicator/Item Mean Scale
Motivation
1. The designs of the module 4.21 Strongly

gives me interest to read its Agree

content.
2. The images in the module 4.44 Strongly

has connection on the topic. Agree

3. The designs of the module 3.96 Agree

motivates me in studying.
4. The pictures help me 3.91 Agree

understand the topic easily.

5. The module is intellectually 4.04 Agree

stimulating.
Legends
6. This module has stimulated 4.09 Agree

my interest in the field of

study.
Range Scale
7. The way the module were 4.05 Agree

presented helped to

maintain my interest.
8. The visual design helps to 4.21 Strongly

maintain my interest. Agree

9. The module has develop my 4.25 Strongly

interest in the subject. Agree

10. Module made the subject 4.19 Strongly

interesting. Agree
OVERALL MEAN 4.14 Agree

4.21 - 5.00 - Strongly Agree

3.41 - 4.20 - Agree

2.61 – 3.40 - Neutral

 1.81 - 2.60 - Disagree

1.00 - 1.80 - Strongly Disagree

It is showed in the table 4, the level of stimulating learning as it interact

to module graphic structure. The first item the designs of the module gives me

interest to read its content got a mean score of 4.21 and interpreted as

“Strongly Agree”, the next item the images in the module has connection on

the topic got a mean score of 4.44 and interpreted as “Strongly Agree”, the

next item the designs of the module motivates me in studying got a mean

score of 3.96 and interpreted as “Agree”, the next item is the pictures help me

understand the topic easily got a mean score of 3.91 and interpreted as

“Agree”. 5th level on motivation the module is intellectually stimulating got a

mean score of 4.04 and interpreted as “Agree”, the next item is the module

has stimulated my interest in the field of study gather a mean score of 4.09

and interpreted as “Agree”, the next item in the level of motivation is the way

the module were presented helped to maintain my interest got a mean score

of 4.05 and interpreted as “Agree”, the next item is the visual design helps to

maintain my interest got a mean score of 4.09 interpreted as “Agree”. The 9 th

level in motivation is the module has develop my interest in the subject got a

mean score of 4.05 and interpreted as “Agree” and lastly the module made

the subject interesting gather a mean score of 4.21 and interpreted as

”Strongly Agree”. The overall mean score in motivation is 4.25 and interpreted

as “Strongly Agree” mean that the respondents are not agree to the given

statement.
Relationship between Module Graphic Structure and Stimulating

Learning

In order to answer the question on the relationship between variables,

the Pearson’s r was employed as a statistical tool to gain a much reliable and

valid results.

Table 5. Shows the variables correlated with one another together with

their corresponding coefficient, p-value, and their respective interpretations.

Table 5. Correlation Between Module Graphic Structure and

Stimulating Learning

Coefficient Correlation Test of Significance

R Degree of p-value Interpretation

Correlation
-0.009 Correlation 0.9470 Significant

The relationship between module graphic structure and stimulating

learning are shown in the Table 5. The computed r value was -0.009 which is

correlation. This resulted in a p-value of 0.9470 which is not significant at 0.05

level. Therefore, the research hypothesis that module graphic structure is

significantly related to motivation is accepted.

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, the conclusion and the

recommendations of the study.

Summary of Findings

This study basically dealt on the impact of Module Graphic on

Stimulating Learning and was conducted to determine students Level of

interest through Module Graphical Structure.

Specifically, it aimed to:

1. Determine students Level of interest through Module Graphical

Structure and Its Impact in terms of :

1.1 Module Graphic Structure

1.1.1 Artistry

1.1.2 Picture

1.2 Stimulating Learning

1.2.1 Motivation

2. Is there a significant impact of Module Graphics on Stimulating

Learning among students?

3. What recommendation can be offered based on the result of the study?

The goal of this study was to develop if Module Graphic Structure and

Stimulating Learning has Significant Relationship

Based on the findings of the study, we had determined that there is

really a significant relationship between Module Graphic Structure and

Stimulating Learning. This is probably because learners boosts their interest

when they engage with relevant cognitive pressing such as attending to the

relevant materials in the lesson, mentally organizing the material into a

coherent cognitive representation, Pictorial information also helps to stimulate

learning and understanding the context easily and retaining information. It is

very evident through the gathered, analyse d, consolidated and interpreted

data of this study and was responded by the Elementary Students of

Immaculate Conception School of Guiuan Inc. that indeed Module Graphic

Structure can affect Stimulating Learning among students.

Both indicators had a high total mean which means that Module

Graphic structure possess a significant role in stimulating learning among

students. This means that Module Graphic structure has a big impact in

boosting students interest in studying their module.

It had made clear that Module Graphic Structure has a very significant

impact in Stimulating Learning among students

On The Relationship between Variables

The relationship between module graphic structure and stimulating

learning with -0.009 correlational coefficient and 0.9470 p-value which

indicates that these two variable possess significant relationship. Therefore,

the research hypothesis that Module Graphic Structure is significantly related

to Stimulating Learning among Students could not be rejected.

Conclusion

The goal of this study was to develop if Module Graphic Structure and

Stimulating Learning has Significant Relationship. Based on the findings of

the study, we had determined that there is a significant relationship between

Module Graphic Structure and Stimulating Learning. This is probably because

Module Graphic Structure affect student in boosting their interest in studying.

It is very evident through the gathered, analyzed, consolidated and interpreted

data of this study and was responded by the Elementary Students of

Immaculate Conception School of Guiuan Inc. that Module Graphic Structure

affect Stimulating Learning among students.

It had made clear that Module Graphic Structure plays a significant role

in Stimulating Learning among students.

Recommendations

Given with the results of this study the researchers had enumerated

some recommendations which involves the Module Graphic Structure and Its

Impact to stimulating Learning.

For the students- as a recipients of the education process, this study would

help them to develop their study habits and to improve their learning process

as well.

For the Faculty- as a facilitator and coach of learners, this study would serve

as a guide for teachers on how they are going to improve the Graphical

Structure of the Module to help the students in their learning process. This will

give teachers an outlook to enhance and develop their teaching.

For the School Administrator- as the main provider of the school, this study

would help them improve their Modular Learning Materials to help the learners

boost their interest in studying .

For the Future Researchers- as a future educator, this study can be a great

help to be used as a guideline and additional information to anybody who will

be interested to study the relationship of Module Graphic Structure and

Stimulating Learning among students

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