=Paper=
{{Paper
|id=Vol-1852/p08
|storemode=property
|title=Effects of infographic designing on image
processing ability and achievement motivation of
dyscalculic students
|pdfUrl=https://ceur-ws.org/Vol-1852/p08.pdf
|volume=Vol-1852
|authors=Neetu Singh,Neha Jain
}}
==Effects of infographic designing on image
processing ability and achievement motivation of
dyscalculic students==
https://ceur-ws.org/Vol-1852/p08.pdf
Effects of infographic designing on image
processing ability and achievement motivation of
dyscalculic students
Neetu Singh Neha Jain
Assist. Professor, Dept. of Pedagogical Sciences, Faculty Assist. Professor, Dept. of Pedagogical Sciences, Faculty
of Education, Dayalbagh Educational Institute (Deemed of Education, Dayalbagh Educational Institute (Deemed
University) Dayalbagh, Agra, University) Dayalbagh, Agra,
e-mail: neetusin8@gmail.com, e-mail: neha.jain870@gmail.com,
Mobile No. 9808127514 Mobile No. 9808988632
Abstract–Dyscalculia is a mathematical learning disorder in I. INTRODUCTION
which the mathematical ability of students is found lower
than the expected for a person’s age, intellect and Dyscalculia is a mathematical learning disorder in
edification. There are various symptoms of Dyscalculic such which the mathematical ability of students is found lower
as -having difficulty in counting objects, difficulty in than the expected for a person’s age, intellect and
processing and memorizing sequences and others. edification. Researchers have found indication that such
Infographic design presents simple brain exercises and
type of a disability exists in real world and due to their
activities for dyscalculic can be helpful in stimulating the
network of neural connections in charge of processing result it is necessitate addressing dyscalculia as a chief
numeric language which lead to minimize their cognitive educational concern in mathematics. Dyscalculic
difficulties that are associated with the process of learning students present themselves with the difficulties in
mathematics and develop their image processing ability. number processing and feel complexity in
The present study is aimed at achieving the objectives i.e., comprehending simple numeral concepts. They lack an
to identify the Dyscalculic students from the regular intuitive grasp of numbers and face problems in learning
classrooms of junior level, to compare the image processing facts and procedures based on numbers. In some cases
ability of Dyscalculic students taught by Infographic design even if they generate a correct answer or use a proper
and Traditional design, to compare the achievement
method, they may do so mechanically and without
motivation of Dyscalculic students taught by Infographic
design and Traditional design, to compare the image confidence. When a child’s brain system cannot process
processing ability between rural and urban Dyscalculic the considerable and imperative stages necessary to make
students taught by Infographic design, To compare the a head begin with numbers, the challenges they
achievement motivation between rural and urban experience by means of mathematics suffer greater.
Dyscalculic students taught by Infographic design, to Normally they tend to employ fundamental and
compare the image processing ability between male and disorganized counting actions and commit frequent
female Dyscalculic students taught by Infographic design, errors and fall behind their peers. There are various
to compare the image processing ability between male and symptoms of Dyscalculic such as - having difficulty in
female Dyscalculic students taught by Traditional design, to
counting objects, difficulty in processing and
compare the achievement motivation between male and
female Dyscalculic students taught by Infographic design, memorizing sequences, seek extra help in counting
to compare the achievement motivation between male and forwards and backwards, having difficulty in recording
female Dyscalculic students taught by Traditional design. calculations on paper, having difficulties in
For achieving these objectives, Descriptive Survey research understanding place value, may be disturbed by the lack
method has been employed. In the present study 48 of confidence in estimation and find the sequencing of
dyscalculic students of junior schools were selected from time difficulty. There are some biological reasons
Agra city by simple random sampling. Mathematics showed by researchers. According to Brian Butterworth
Academic Achievement Test, Mathematical Comprehension (2012), The core number areas in the left and right
Scale, Image Processing Ability Test, Achievement
parietal lobes of learners with dyscalculia have fewer
Motivation Scale tools were used to collect the data.. These
dyscalculic students were not different in their achievement nerve cells and/or fewer connections among them. These
motivation and image processing ability on the basis of areas also activate differently in Dyscalculic learners:
rural and urban. The dyscalculic students were found usually they are less active and in number tasks they
different in their achievement motivation and image respond differently from typical learners. If these
processing ability on the basis of gender. students are diagnosed then the special treatments can be
given to remove their difficulties in that specific area.
Keywords–Infographics; Image Processing Ability; Simple brain exercises and activities for Dyscalculic
Achievement Motivation; Dyscalculic Students can be helpful in stimulating the network of neural
connections in charge of processing numeric language
Copyright © 2017 held by the authors which lead to minimize their cognitive difficulties that
45
are associated with the process of learning mathematics. achievement motivation and dyscalculia which is given
In general people remember 10% of what they hear, 20% below.
of what they read, and 80% of what they see and do. So
image or visuals are very effective mean of learning A. Studies Related to Infographics
different subjects and it is also true for mathematics. By
visuals, Dyscalculic learner can get rid of overloaded of Çifçi, T. (2016) revealed that using Infographics in
text-based information that they continuously receive geography lessons increase academic achievement and
throughout the day. So it’s no wonder that we need to attitude levels of the students. It can also contribute to
implement visuals throughout learning opportunities. visual and verbal learning levels. Besides, these results
In the present digital era, creative pedagogies have can also provide guidance to teachers as they provide
developed into an extensively conventional way of alternative and different instructional materials in
learning, and the usage of global network is inevitable in geography lessons. Matrix, S. (2014) has explored that
every education process. Ubiquitous learning integrates how incorporating a research-based graphic design
wireless, mobile and context awareness technologies in assignment into coursework challenges and encourages
order to identify the situation of the learners and provide students' visual digital literacies. Matrix, S. (2014)
more seamless adaptive support beyond formal learning includes practical insights and identifies best practices
process (Shih, Chu, Hwang, & Kinshuk, 2011; Hwang, emerging from the authors' classroom experience with
Chih-Hsiang, Tseng, & Huang, 2011). In order to the Infographic assignment, and from student feedback.
support modern pedagogical approaches, as well as a The paper suggests that this kind of creative assignment
variety of heterogenic learning resources within courses, requires students to practice exactly those digital
ubiquitous learning environments need to be based on a competencies required to participate in an increasingly
powerful IT infrastructure. At the same time, in order to visual digital culture. Bellei, M., Welch, P., Pryor, S., &
be efficient, ubiquitous learning environments need to be Ketheesan, N. (2016) revealed that Infographics is a
based on learning management systems (LMS) and unique, innovative and cost-effective method for
integrated into an existing comprehensive curriculum. In producing digital media resources for tertiary level
true sense comprehensive curriculum is one which is immunology teaching. The result was the production of
able to cater the needs and interest of all kind of learner. original, high-quality and effective supplemental
For making learning effective various additional tools are teaching resources that were extensively reviewed and
developed and used in all levels of education. pedagogically engaging for all the students involved.
Information graphics is one of them which is known as
“Infographic”. B. Studies Related to Image Processing Ability
Infographic is a representation of information in a
graphic format designed to make the data easily Aloraini, S. (2012) determined the impact of using
understandable at a glance. It can improve cognition by multimedia on students’ academic achievement in the
utilizing graphics to enhance the human visual system’s College of Education at King Saud University and found
ability to see patterns and trends. It can be also helpful in significant impact of multimedia on the academic
the image processing of Dyscalculic as it presents the achievement of college students. Smeda, N., Dakich, E.,
content or knowledge in graphical manner. The image & Sharda, N. (2014) studied the effectiveness of digital
processing is the analysis and manipulation of a storytelling in the classrooms. The findings suggested
digitalized image, especially in order to improve its that digital storytelling is a powerful tool which
quality. These Infographics can make a fruitful integrates instructional messages with learning activities
contribution in the mathematics learning of Dyscalculic to create more engaging and exciting learning
students. As the present teaching and learning has been environments. It is a meaningful approach for creating a
changed a lot with the inclusion of smart classes, blended constructivist learning environment based on novel
learning, synchronous and asynchronous learning, open principles of teaching and learning. Thus, this approach
educational resources, online certificate courses and has the potential to enhance student engagement and
various other advanced version of modern education. provide better educational outcomes for learners.
Different types of content creation tools, different type of
e-resources are need to be implemented in the teaching C. Studies Related to Achievement Motivation
learning process of Dyscalculic to make their learning
easy and for developing the motivation towards their Santha Kumari, V.R. and Chamundeswari, S. (2015)
learning in mathematics. Infographics allow the students have investigated the relationship between achievement
to easily summarize key learning in an interesting and motivation, study habits and academic achievement at
motivating way which results in enhancing the active the secondary level by using the Survey method. The
engagement of Dyscalculic in mathematics learning. results of statistical analyses showed a significant
correlation between achievement motivation, study
II. REVIEW OF RELATED LITERATURE habits and performance of students and a significant
difference was found between students in different
The researchers have reviewed the related literature categories of schools and gender pertaining to
relating to the Infopgraphics, image processing ability, achievement motivation, study habits and academic
46
achievement. Franzis and others (2006) studied the role in the bottom 2% of their age group on timed arithmetic)
of cognition, achievement motivation and were also matched on IQ. This suggests that general
conscientiousness on academic underachievement among cognitive ability alone is not a sufficient explanation.
the students of grades 7 to 10. Results of the study There is abundant evidence now that it is possible to be
presented all relationships between underachievement excellent at arithmetical calculation with low general IQ
scores and need for cognition, achievement motivation (Butterworth, 2006).
scales, and conscientiousness showed linearity. After reviewing previous researches conducted in
Emannuel and others (2014) explored the relationship the field of Infographic designing, image processing and
between achievement motivation, academic self-concept achievement motivation, the researchers have found that
and academic achievement of high school students. The there is no study is designed to investigate all the
findings showed that, majority of the high school variables for Dyscalculic students. Dyscalculic students
students were highly motivated, have high self-concept always face difficulties in understanding the
and performed well in the Mathematics Achievement mathematical problems. Therefore, it is trying to solve
test. This study also showed a significant correlation their learning problems through Infographics, so that
between self-concept and academic achievement. Again, Dyscalculic students can also be more engaged in
there was a positive relationship between achievement classroom learning.
motivation and academic achievement but the correlation
E. Key Terms and Definitions
was not significant.
Akpan, I.D. & Umobong, M.E. (2013) analysed of The key terms used in this study have been defined
achievement motivation and academic engagement of by the researchers in following words:
senior secondary students in the Nigerian classroom. The 1. Infographics
analysis of the data revealed that achievement motivation Infographics are also known as information graphics
has a significant impact on academic engagement with which presents graphic visual exemplifications of
highly motivated students being more academically information, data or the knowledge envisioned to
engaged than the moderately and lowly motivated present information quickly and clearly with
students. Also findings presented that male students were interesting features. According to the researchers,
more motivated than female student and, age also had a cognition can be improved by using infographics
significant influence on achievement motivation. which enhance the human visual system's ability to
Achievement motivation could be seen as self- see patterns and trends.
determination to success in whatever activities one 2. Image Processing Ability
engages in, be it academic work, professional work, Image processing ability is known as the ability to
sporting events, among others (Tella, 2007). Awan, analyse and manipulate the digitized images,
Noureen and Naz (2011) examined achievement and its pictures, symbols etc. especially in order to
relationship with achievement motivation and self- understand its relevance with the content.
concept among the secondary school students. The 3. Achievement Motivation
findings revealed that achievement motivation and self- Achievement motivation can be defined as the need
concept are significantly related to academic for success or the attainment of brilliance.
achievement. Significant gender differences were According to the researchers, achievement
discovered which were in favour of female students. motivation can be defined as an individual's need to
meet realistic aims, get feedback and experience a
D. Studies Related to Dyscalculia sense of accomplishment.
4. Dyscalculic Students
Castro, M.V.d., Bissaco, M.A.S., Panccioni, B.M., Dyscalculia is a condition that affects the ability to
Rodrigues, S.C.M., Domingues, A.M. (2014) found that acquire arithmetical skills. Dyscalculic students may
the virtual environment allows the students to integrate have difficulty in understanding simple number
thought, feeling and action, thus motivating the children concepts, lack an natural grasp of numbers, and have
to learn and contributing to their intellectual problems learning number facts and procedures.
development. Many virtual environments and computer
games have been developed with educational goals to F. Objectives
help children with learning disabilities. Previous studies
have shown positive results for children with learning 1. To identify the Dyscalculic students from the regular
disabilities in reading (Nicolson, R.I., Fawcett, A.J., classrooms of junior level.
Nicolson, M.K., 2000 & Macaruso, P., Hook, P.E., 2. To compare the image processing ability of
McCabe, R., 2006). These studies showed that student Dyscalculic students taught by Infographic design
performance has improved significantly by using and Traditional design.
computer-based games when compared with traditional 3. To compare the achievement motivation of
computer-assisted teaching techniques (Chuang, T.Y., & Dyscalculic students taught by Infographic design
Chen, W.F. 2009). Moreover, Landerl et al. (2004) found and Traditional design.
dyscalculia even when matched against controls with
comparable spans. In this study, Dyscalculics (who were
47
4. To compare the image processing ability between Descriptive survey research method has been
rural and urban Dyscalculic students taught by followed by the researchers to collect the information
Infographic design. regarding the variables of the study.
5. To compare the achievement motivation between
rural and urban Dyscalculic students taught by B. Population
Infographic design.
6. To compare the image processing ability between A population is any group of individuals that have
male and female Dyscalculic students taught by one or more characteristics in common that are of the
Infographic design. interest to the investigator. It may be all the individuals
7. To compare the image processing ability between of a particular type or a restricted part of that group
male and female Dyscalculic students taught by (Best, 1977). Thus a population refers to any collection
Traditional design. of specified group of human beings or of non-human
8. To compare the achievement motivation between entities such as objects, educational institutions, time
male and female Dyscalculic students taught by units, geographical areas or salaries etc. The population
Infographic design. for the present study is the students of class VI in the
9. To compare the achievement motivation between Agra city.
male and female Dyscalculic students taught by
Traditional design. C. Sampling
The researchers have first selected the schools from
Agra city to select the sample for the present study.
There are total 355 Higher Secondary Schools in Agra
G. Hypothesis district in which 124 schools come under the rural region
and 231 schools come under the category of urban
1. There exists no significance difference in image region. By following simple random sampling technique
processing of Dyscalculic students taught by the researchers have selected 10 schools from the rural
Infographic design and traditional design. region and 10 schools from the urban region. In the next
2. There exists no significance difference in stage of sampling, the students of class VI have been
achievement motivation of Dyscalculic students considered to identify the Dyscalculic students. Then
taught by Infographic design and traditional design. Mathematics Academic Achievement Test and
3. There exists no significance difference in image Mathematical Comprehension Scale have been
processing ability between rural and urban administered upon the students of class VI. The students,
Dyscalculic students taught by Infographic design. who have attained less than 7 scores in the Mathematics
4. There exists no significance difference in Academic Achievement Test and come under the lower
achievement motivation between rural and urban level of mathematical comprehension ability, have been
Dyscalculic students taught by Infographic design. identified as Dyscalculic students. Therefore, 24
5. There exists no significant difference in image Dyscalculic students (12 male and 12 female) have been
processing ability between male and female selected from the rural area and 24 Dyscalculic students
Dyscalculic students taught by Infographic design. (12 male and 12 female) have been taken from the urban
6. There exists no significant difference in image area. Total 48 Dyscalculic students have been selected in
processing ability between male and female the present study.
Dyscalculic students taught by Traditional design.
7. There exists no significant difference in achievement D. Research Instruments
motivation between male and female Dyscalculic
students taught by Infographic design. The researchers have selected some standardized
8. There exists no significant difference in achievement research tools and also developed some research tools to
motivation between male and female Dyscalculic collect the information regarding the variables of the
students taught by Traditional design. present study. The brief description of the tools is as
follows:
III. RESEARCH METHODOLOGY
E. Mathematics Academic Achievement Test
The research methodology in this study comprises
research method, sampling procedure, research Self-developed Mathematics Academic
instrument and statistical techniques. The suitable Achievement Test has been employed by the researchers
research method, sample, research instruments and to identify the Dyscalculic students. There are 40 items
statistical techniques have been selected according to the in this test based on IV class curriculum. These items
objectives of the study. have been prepared with the help of experts’ opinion,
item analysis and content validity. The content validity
A. Research Method has been found 0.83. The reliability of this test has been
measured through test-retest method and K-R method.
48
The test–retest and K-R reliability coefficient for this test The identification of Dyscalculic students has
is 0.78 and 0.82 respectively. One score is given for right been done by administering the Mathematics Academic
answer and 0 is given for the wrong answer. Achievement Test and Mathematical Comprehension
Scale upon the students of class VI. The criteria for
F. Mathematical Comprehension Scale identifying these students were as follows:
1. Not achieving the passing marks in the academic
This scale has been developed by the achievement test.
researchers to measure the mathematical comprehension 2. Lower level of mathematical comprehending ability
ability of the Dyscalculic students. There are 26 items in in mathematical comprehension scale.
this scale with 5 response options i.e., always, very often, The following table shows the selected students with the
sometimes, rarely, never. After taking experts’ opinion, problem of dyscalculia:
items were analysed and its content validity and
reliability has been measured. The content validity of this Table 1.0: Identification of Dyscalculic Students
tool is found 0.77 and Cronbach’s Alpha reliability is
found 0.79. Rural Urban
Factors Total
G. Image Processing Ability Test Male female Male female
Self-developed Image Processing Ability Test Mathematical
has been used to study the image processing ability of Academic
12 12 12 12 48
Achievement
the Dyscalculic students. There are total 45 items in this
(Below 7 Marks)
test. The items have been prepared from Mathematics
Mathematical
subject of IV class. The items have been given in this test Comprehending
are in form of images. These items have been selected on 12 12 12 12 48
Ability
the basis of experts’ opinion and item analysis. The (Lower Level)
content validity of this tool is measured 0.81 and K-
Reliability coefficient is found 0.84. 1 score is given for Therefore total 48 Dyscalculic students have been
the right answer and 0 is given for the wrong answer. identified. There are 24 female and 24 male students who
were taken from the rural and urban area equally.
H. Achievement Motivation Scale Objective 2: To compare the image
processing ability of Dyscalculic students taught by
Academic Motivation Scale developed by Infographic design and Traditional design.
Bhuyian and Singh (2009) was used to study the The Following Table 1.1 shows the difference
achievement motivation among Dyscalculic students. in the image processing ability of Dyscalculic students
There are total 28 items in this test which are related to taught by Infographic design and Traditional design:
three dimensions i.e., intrinsic motivation, extrinsic
motivation and a motivation. In each dimension, 3 Table 1.1: Exhibiting Difference in the image processing
factors of intrinsic motivation, 3 factors for extrinsic ability of Dyscalculic students taught by Infographic design
motivation and 1 factor for a motivation, have been and Traditional design
given each of which contains 4 items. There are five Teaching
response options to each statement: Absolutely right, N Mean S.D. T-value
Approaches
right, neither right nor wrong, wrong, absolutely wrong.
Dyscalculic
A score of 5 is given to those responses showing Students taught
maximum motivation while 1 is given to those showing 24 25.4 1.97
by Infographic
lowest motivation level. Design
6.31
Dyscalculic
I. Statistical Techniques Students taught
24 7.84 2.52
by Traditional
The researchers have selected the sample Design
through simple random sampling technique for the
present study. It shows that each sample unit from the *Significant at 0.05 level
population has the chance to be selected. Therefore, the
The Table 1.1 presents the difference in the
researchers have used parametric statistics to analyse the
image processing ability of Dyscalculic students taught
data. Mean, Standard Deviation and t-test has been used
by Infographic design and Traditional design. The
as statistical techniques.
calculated t-value is 6.31 which is significant at 0.05
level. Therefore the null hypothesis that “There will be
IV. ANALYSIS AND INTERPRETATION
no significant difference in image processing ability of
Dyscalculic students taught by Infographic design and
Objective 1: To identify the Dyscalculic
Traditional design” is rejected. Therefore the result
students from the regular classrooms of junior level.
reveals that there exists significant difference in image
49
processing ability of Dyscalculic students taught by The Following Table 1.3 presents the difference in
Infographic design and Traditional design. The mean the image processing ability between rural and urban
value of image processing ability of Dyscalculic taught Dyscalculic students taught by Infographic design:
by Infographic was found higher. It may be due to the
reason that Dyscalculic students face difficulties in Table 1.3: Exhibiting Difference in the image processing
process number in even simple problems of mathematics. ability between rural and urban Dyscalculic students taught
In the traditional way of teaching mathematics these by Infographic design
students feel bored because they are not able to compete
Area N Mean S.D. T-value
with the other students. Infographic design provides an
interesting way of learning which present the Dyscalculic
mathematical concepts in effective way. Students from 12 25.58 1.97
Objective 3: To compare the achievement Rural
0.62
motivation of Dyscalculic students taught by Dyscalculic
Infographic design and Traditional design. Students from 12 25.16 2.12
The Following Table 1.2 presents the difference Urban
in the achievement motivation of Dyscalculic students *Not significant at 0.05 level
taught by Infographic design and Traditional design:
The Table 1.3 presents the difference in the image
Table 1.2: Exhibiting Difference in the achievement processing ability between rural and urban Dyscalculic
motivation of Dyscalculic students taught by Infographic students taught by Infographic design. The calculated t-
design and Traditional design value is 0.62 which is not significant at 0.05 level.
Teaching
Therefore the null hypothesis that “There will be no
N Mean S.D. T-value significant difference in the image processing ability
Approaches
between rural and urban Dyscalculic students taught by
Dyscalculic
Infographic design” is accepted. Therefore the result
Students taught
24 89.04 17.66 reveals that there is no significant difference in image
by Infographic
Design processing ability between rural and urban Dyscalculic
2.48 students taught by Infographic design.
Dyscalculic
Students taught Objective 5: to compare the achievement
24 51.24 9.99
by Traditional motivation between rural and urban Dyscalculic
Design students taught by Infographic design.
*Significant at 0.05 level The Following Table 1.4 indicates the difference in
achievement motivation between rural and urban
The Table 1.2 presents the difference in the Dyscalculic students taught by Infographic design:
achievement motivation of Dyscalculic students taught
by Infographic design and Traditional design. The Table 1.4: Exhibiting Difference in achievement motivation
calculated t-value is 2.48 which is significant at 0.05 between rural and urban Dyscalculic students taught by
level. Therefore the null hypothesis that “There will be Infographic design
no significant difference in achievement motivation of
Dyscalculic students taught by Infographic design and Area N Mean S.D. T-value
Traditional design” is rejected. Therefore the result Dyscalculic
reveals that there exists significant difference in Students from 12 92.75 17.84
achievement motivation of Dyscalculic students taught Rural
by Infographic design and Traditional design. The mean 0.40
Dyscalculic
value of achievement motivation of Dyscalculic students Students from 12 86.58 17.89
taught by Infographic design was found greater than Urban
other group. As Dyscalculic students present themselves *Not significant at 0.05 level
with the difficulties in number processing and feel
complexity in comprehending simple numeral concepts The Table 1.4 presents the difference in the
of lower class. They generally feel less confidence in achievement motivation between rural and urban
solving the mathematical problems and not expect much Dyscalculic students taught by Infographic design. The
with him/herself. In Infographic design they get the calculated t-value is 0.40 which is not significant at 0.05
opportunity to take learning as fun. As soon as they get level. Therefore the null hypothesis that “There will be
familiar with the minute presentation of a single concept, no significant difference in the achievement motivation
they grasp it and get motivated internally for their high between rural and urban Dyscalculic students taught by
achievement. Infographic design” is accepted. Therefore the result
Objective 4: To compare the image processing reveals that there is no significant difference in
ability between rural and urban Dyscalculic students achievement motivation between rural and urban
taught by Infographic design. Dyscalculic students taught by Infographic design.
50
Objective 6: To compare the image processing The Table 1.6 exhibits the difference in image
ability between male and female Dyscalculic students processing ability between male and female Dyscalculic
taught by Infographic design. students taught by Traditional design. The calculated t-
The Following Table 1.5 shows the difference in value is 2.46 which is significant at 0.05 level. Therefore
image processing ability between male and female the null hypothesis that “There will be no significant
Dyscalculic students taught by Infographic design: difference in image processing ability between male and
female Dyscalculic students taught by Traditional
Table 1.5: Exhibiting Difference in the image processing design” is rejected. Therefore the result reveals that there
ability between male and female Dyscalculic students is significant difference in image processing ability
taught by Infographic design between male and female Dyscalculic students taught by
Traditional design. The mean value of image processing
Gender N Mean S.D. T-value
ability of male was found more than female in leaning
mathematics through traditional design. It may be due to
Male 12 27 0.85 the reason that male are generally possess the higher
2.33 spatial ability. So they get more opportunity to explore
digital devices and understand visual representations of
Female 12 23.75 1.42
in formations which can result in the comparatively high
*Significant at 0.05 level understanding of visuals than the females.
Objective 8: To compare the achievement
The Table 1.5 exhibits the difference in image motivation between male and female Dyscalculic
processing ability between male and female Dyscalculic students taught by Infographic design.
students taught by Infographic design. The calculated t- The Following Table 1.7 exhibits the difference
value is 2.33 which is significant at 0.05 level. Therefore in achievement motivation between male and female
the null hypothesis that “There will be no significant Dyscalculic students taught by Infographic design:
difference in image processing ability between male and
female Dyscalculic students taught by Infographic Table 1.7: Exhibiting Difference in the achievement
design” is rejected. Therefore the result reveals that there motivation between male and female Dyscalculic students
taught by Infographic design
is significant difference in image processing ability
between male and female Dyscalculic students taught by Gender N Mean S.D. T-value
Infographic design. The mean value of image processing
ability of male was found higher than females in teaching
through Infographics. It may be due to the reason that Male 12 77.33 10.64
Infographic present mathematical concepts in graphical 7.04
or visual way in place of text. Generally it is considered Female 12 102.33 13.87
that the interest of male in mathematical and spatial
problems is found more than the females. If male shows *Significant at 0.05 level
more interest in solving these problems then they will be
able to manipulate the images presented in Infographic The Table 1.7 exhibits the difference in achievement
more efficiently which can result in their high image motivation between male and female Dyscalculic
processing ability. students taught by Infographic design. The calculated t-
Objective 7: To compare the image processing value is 7.04 which is significant at 0.05 level. Therefore
ability between male and female Dyscalculic students the null hypothesis that “There will be no significant
taught by Traditional design. difference in achievement motivation between male and
The Following Table 1.6 presents the difference in female Dyscalculic students taught by Infographic
image processing ability between male and female design” is rejected. Therefore the result reveals that there
Dyscalculic students taught by Traditional design: is significant difference in achievement motivation
between male and female Dyscalculic students taught by
Table 1.6: Exhibiting Difference in the image processing Infographic design. The mean value of achievement
ability between male and female Dyscalculic students motivation of Dyscalculic females taught by Infographic
taught by Traditional design design was found greater than the male. It may be due to
the reason that the girls are usually possess more
Gender N Mean S.D. T-value
sincerity and concentration in their studies and in the
new situations presented in front of them. In learning
Male 12 9.91 1.83 mathematics through Infographic design the student get
2.46 the opportunity to develop the ability of manipulating
and analyzing the images related to mathematics so
Female 12 5.75 1.05
females assume to learn in more disciplined, motivated
*Significant at 0.05 level manner and which can result in showing the higher
achievement motivation.
51
Objective 9: To compare the achievement higher achievement motivation in both the teaching
motivation between male and female Dyscalculic design and boys were found high image processing in
students taught by Traditional design. both the teaching design.
The Following Table 1.8 exhibits the difference Dyscalculia is defined as difficulty acquiring
in achievement motivation between male and female basic arithmetic skills that is not explained by low
Dyscalculic students taught by Traditional design: intelligence or inadequate schooling. These students
generally present themselves with the difficulties in
Table 1.8: Exhibiting Difference in the achievement number processing and feel complexity in
motivation between male and female Dyscalculic students comprehending simple numeral concepts. These
taught by Traditional design problems can work as a hurdle in learning mathematics
by dyscalculic students. For mainstreaming these
Gender N Mean S.D. T-value
students with normal students, effective teaching
methods should be implemented which will be helpful in
Male 12 43.83 4.74 developing their image processing ability. Infographics
3.36 design work in this direction to enhance the
mathematical image processing of dyscalculic and
Female 12 59 8.25
minimize their problems in general concept of
*Significant at 0.05 level mathematics subject. These students should be identified
by parents and teacher by keen observation of their
The Table 1.8 exhibits the difference in understanding in mathematics.
achievement motivation between male and female The present study suggests that Dyscalculic
Dyscalculic students taught by Traditional design. The students should be taught through effective Infographics
calculated t-value is 3.36 which is significant at 0.05 so that they will take interest and become curious to
level. Therefore the null hypothesis that “There will be learn. They focus on images, diagrams and figures which
no significant difference in achievement motivation are drawn by Infographics as well as they try to analyse
between male and female Dyscalculic students taught by that images. They try to solve then the mathematical
Traditional design” is rejected. Therefore the result problems by their understanding ability. They learn the
reveals that there is significant difference in achievement things easily and for long time. Teachers should use the
motivation between male and female Dyscalculic Infographic design in their teaching to make the
students taught by Traditional design. The mean value of mathematics subject easier and interesting for the
achievement motivation of female Dyscalculic taught by students.
traditional design of mathematics was found greater than Educational Implications
male. It may be due to the reason that female are This study can be beneficial for school
generally more concerned with their achievement and administration, educators and parents so that they can
they receive the factors responsible for high achievement understand the needs of dyscalculic students and help
in to great consideration. It can be also true for the them in improving their weakness. The researchers have
Dyscalculic female which leads to the high achievement suggested following implications:
motivation in them. For School Administration
1. School administration should provide financial help
V. CONCLUSION to the staff for providing extra help to such type of
students.
In the present study, the researchers have 2. School administration should organize such
studied their image processing ability and achievement activities which must be focused for dyscalculic and
motivation after giving instructions with the help of academically weak students.
Infographics designing and traditional designing. On the 3. Schools administration should prepare the time-table
basis of results, it is found that Infographics based in which remedial programmes can be run well.
teaching create interest among the dyscalculic students 4. School administration should organize workshop,
for learning. The image processing ability and research programmes, conferences etc for teachers
achievement motivation of Dyscalculic students is to make them updated and to learn new
influenced by the Infographic design based teaching. The methodologies of teaching.
Dyscalculic students from rural and urban area show For Teachers
equal image processing ability and achievement 1. Teacher should use Charts, models, infographics
motivation when they are taught through Infographics. based content to teach, so that the students can take
Gender differences among the Dyscalculic students are interest in learning.
found in image processing ability and achievement 2. Teachers should evaluate the students also with the
motivation whether they are taught through Infographic help of infographics.
design or traditional design. The results also support that 3. Teacher can use new and modern techniques of
the image processing ability and achievement motivation teaching and learning for academically weak
of dyscalulic taught by Infographic design was better students.
than traditional design. It is also found that girls show
52
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