Enhancing Creative Thinking Skills Through Infographic-Based Instruction in Grade 4 Araling Panlipunan

Abstract ―​

This study examined the effectiveness of infographic-based instruction in enhancing the creative thinking skills of Grade 4 learners in Araling Panlipunan. Local assessment data showed that learners struggled with analysis, synthesis, and creative application, with baseline scores falling below the Division of Quezon standard of 75.0. Grounded in Cognitive Load Theory, Dual Coding Theory, and the Four C Model of Creative Thinking, the study posited that infographics can manage cognitive load while providing structured opportunities for creative expression. A one-group pretest-posttest quasi-experimental design was used with 28 Grade 4 pupils at Rosendo Algenio Elementary School over four to six weeks. Creative thinking was operationalized across three dimensions: analytical, innovative, and collaborative thinking. Pretest scores placed students at the Average Mastery level across all dimensions (overall MPS = 40.13%). Following the intervention, posttest results showed marked improvement: Analytical Thinking reached Closely Approximating Mastery (MPS = 91.40%), Innovative Thinking similarly improved (MPS = 89.30%), and Collaborative Thinking posted the highest gain (MPS = 92.90%). These gains were statistically significant (t = −25.922, p < 0.001), leading to rejection of the null hypothesis. The findings demonstrate that infographic-based instruction is an effective and accessible strategy for developing creative competencies in elementary settings, providing an empirical basis for integrating visual literacy into the Revised K to 12 Curriculum.