ABSTRACT
This study aimed to determine the effectiveness of visual-to-text integration strategies in enhancing the thinking skills of Grade 3 learners in English. The findings of the study served as the basis for a proposed enhancement plan to further develop learners’ thinking skills. This study employed a quasi-experimental pretest-posttest design to determine the effectiveness of visual-to-text integration strategies. The design allowed the researcher to measure the learners’ performance based on the results of the pretest and posttest. The study examined the use of visual cues, illustrations, and graphic organizers integrated with text-based lessons. A single group of Grade 3 learners participated in the study, and their pretest scores served as the baseline data on their thinking skills. The intervention consisted of structured lessons that integrated visual-to-text strategies designed to improve the learners’ ability to make inferences, predict outcomes, identify significant details, establish cause- and- effect relationships, and draw conclusions from texts.
Data collection began by securing formal permission from the school administration, including the school principal and the Grade 3 classroom teacher, to ensure that the study was conducted in accordance with ethical and institutional guidelines. Upon approval, a pretest was administered to assess learners’ baseline performance using a researcher-made test aligned with the Grade 3 English curriculum. During the intervention period, the learners participated in structured lessons that integrated visual aids, such as pictures, charts, and graphic organizers with reading texts. The researcher monitored the learners’ participation and responses using a structured observation checklist.
After the intervention period, a posttest was administered using the same instrument. The pretest and posttest results were collated, recorded, and statistically analyzed using descriptive statistics and a paired-samples t-test to determine whether there was a significant difference in the learners’ performance before and after the intervention. The quantitative results enabled the researcher to assess the effectiveness of the visual- to- text integration strategies and provided the basis for a proposed enhancement plan to strengthen the thinking skills of Grade 3 learners.
The Test of Difference Between the Pre-Test and Post-Test Performance of Grade 3 Learners compares the learners’ performance before and after the implementation of the visual-to-text integration strategies and presents the statistical basis for determining whether the improvement in their thinking skills was significant. The statistical analysis was used to establish whether the observed changes in performance resulted from the intervention rather than by chance.
The results reveal that the learners demonstrated a substantial improvement in their thinking skills after participating in the visual-to-text integration activities. The enhanced post-test performance indicates that the intervention effectively developed the learners’ ability to interpret implied meanings, make logical inferences, predict outcomes, connect ideas, and integrate visual information with textual content during reading activities. These findings demonstrate that the use of visuals, support a deeper understanding of texts and promoted more meaningful reading experiences.
Furthermore, the statistical analysis confirmed that there was a significant difference between the learners’ pre-test and post-test performance. The statistical evidence led to the rejection of the null hypothesis, indicating a statistically significant difference in the learners’ thinking skills following the implementation of the visual-to-text integration strategies. This finding supports the effectiveness of the visual-to -text integration strategies in enhancing the thinking skills of Grade 3 learners.
The results imply that the implementation of the visual-to-text integration strategies had a statistically significant positive effect on the thinking skills of Grade 3 learners. The significant improvement between the pre-test and post-test assessments implies that the intervention effectively strengthened learners’ ability to interpret implied meanings, make predictions, connect textual and visual information, and construct logical conclusions. The overall post-test performance, interpreted as Very High Performance, implies that integrating visual supports with text-based instruction promotes deeper reading comprehension, active meaning-making, and the development of higher-order thinking skills among Grade 3 learners. These findings further imply that visual-to-text integration is an effective instructional approach for improving learners’ thinking and overall reading comprehension.
Keywords: Visual-to-Text Integration Strategies, Thinking Skills, Grade 3 Learners, English
INTRODUCTION
Thinking skills are essential higher - order cognitive abilities that enable learners to analyze information, make connections, draw conclusions, make predictions, and understand ideas beyond what is explicitly presented in a text. Many Grade 3 learners can accurately read words, but they often struggle to interpret implied meanings, make predictions, or understand nuances in reading passages. This challenge inspired the research on visual-to-text integration strategies, which combine pictures, illustrations, and graphic organizers with textual materials to strengthen thinking skills. Visual-to-text integration provides learners with concrete cues, enabling them to connect prior knowledge to new information, anticipate outcomes, and make sense of narrative and informational texts more meaningful. By guiding learners to “read between the lines”, through visual prompts, teachers can help students develop the analytical and reasoning skills necessary for success across all academic areas.
Reyes and Cruz (2021) conducted a study with Grade 3 learners in the Philippines and reported that integrating graphic organizers with text-based lessons significantly improved students’ ability to identify implicit ideas and answer inferential questions. These studies reinforce the idea that combining visual and textual materials makes comprehension tasks more accessible, engaging, and effective for young learners.
From the researcher’s professional perspective, visual-to-text integration is particularly suitable for addressing observed classroom challenges. In practice, many students rely heavily on literal interpretation and struggle to infer implied meanings, especially those with shorter attention spans or limited vocabulary. Visual aids, such as illustrations and charts, provide concrete anchors that help learners organize information, recall prior knowledge, and apply reasoning strategies while reading. By implementing these strategies systematically, the researcher aims to observe whether Grade 3 learners can develop stronger thinking skills, become more confident in answering higher-order questions, and improve overall reading comprehension. Additionally, this study reflects the researcher’s commitment to evidence-based instructional practices that are both engaging and developmentally appropriate.
Despite its potential, several challenges affect thinking development in Grade 3 learners. Students often focus only on literal meanings, missing implicit ideas or context clues within the text. Limited vocabulary and attention span further impede comprehension, causing hesitation during discussions and low confidence in answering questions. Traditional reading methods may fail to engage visual learners, as text-only instruction does not provide cues to link prior knowledge with the story or information. These issues emphasize the need for strategies that actively integrate visuals and text to support reasoning and critical thinking in reading lessons.
Pursuing this study is necessary to determine whether visual-to-text integration strategies can effectively enhance thinking skills among Grade 3 learners. Understanding the impact of these strategies will guide teachers in designing, engaging, and scaffolding reading activities that foster critical thinking, comprehension, and learner independence. The findings will also inform instructional planning, resource allocation, and professional development to strengthen reading instruction, ensuring that learners acquire the skills needed to interpret texts thoughtfully, make predictions, and justify responses with evidence.
This study aimed to determine the effectiveness of visual-to-text integration strategies in enhancing the thinking skills of Grade 3 learners in English. The findings of the study served as the basis for a proposed enhancement plan to further develop the thinking skills of Grade 3 learners in English.
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