Abstract

This study aimed to assess the effectiveness of infographics in improving the English proficiency of Grade 3 pupils at Malinao Elementary School in Tubajon District, Dinagat Islands. A quasi-experimental method was used, involving 56 pupils—28 in the experimental group taught with digitized infographics and 28 in the control group taught using traditional methods. Pre-tests and post-tests, along with digitized infographics, were the main instruments, and data were analyzed using the mean, independent t-test, and Wilcoxon Signed-Rank Test. Findings revealed that the control group's scores remained in the "Below Expectation" range, showing minimal improvement after traditional instruction. In contrast, the experimental group demonstrated significant progress, with post-test scores reaching the "High" range. Statistical analysis confirmed a significant difference in gain scores between the groups, indicating that the improvement in the experimental group was not due to chance. The study concluded that using infographics had a measurable and positive impact on students' English proficiency. The materials used were designed based on the Department of Education's Most Essential Learning Competencies (MELCs). Traditional teaching methods were found to be less effective, while infographics served as an engaging and beneficial instructional tool. The results support the integration of digital tools in early-grade English instruction to enhance language skills and improve academic outcomes.