The Effects of Colored and Non-colored Online Instructional Materials on the

Academic Performance of Kindergarten Students of CUBED

Presented to the faculty of the Senior High School Department In partial

fulfillment of the requirements for the subject

Practical Research 2

By

Calma, Ysshandrea Mitch L.

de Leon, Kisha Louise D.
Ignalig, Hillary Al W.
Obasa, Reyvia Mhae F.
Pasion, Julliana Nikolle R.
Sabella, Glenz Karylle S.
Ygoña, Andrea Pauline C.

January 2022
 Acknowledgment

The completion of this research study would not have been successful without these

individuals' assistance, supervision, cooperation, and participation. They have made significant

contributions to the research work and are gratefully acknowledged. The researchers of this study

would like to express their deepest gratitude to the following people mentioned who made this

study possible.

They would like to convey their deepest and genuine gratitude to their mentors, Mr. Ricar

John R. Apales, Mr. Niño N. Alce, and Ms. Jastine G. Bada, for their time, effort, generosity, and

guidance during the research survey conduction aid a productive research survey. Lastly, for

their shared knowledge until the end of the research study journey. In addition, the researchers

would also like to express their gratitude to the panelists for their time, effort, advice, and

suggestions during the defense aid completion and accomplishment of the researchers' research

study.

Furthermore, the researchers would like to express their genuine appreciation to Dr.

Amor Q. de Torres, Ph.D., and Ms. Ma. Conchita P. Bas and Mr. Paul Clarence Sesnio R. Juarez,

Capitol University Senior High School Principal and Vice-Principal, their time, effort, and

constant support during the research survey conducted with the Kindergarten 2 students of

Capitol University Basic Education Department.

Moreover, their deepest gratitude extends to Mrs. Ma. Princess C. Ygoña, Capitol

University Basic Education Department Kindergarten 2 Adviser, for her assistance, sacrifice of

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time with her students, effort, and guidance before and throughout the conduction of the research

survey.

Lastly, the researchers would like to express their appreciation to the participant's parents

and the students for their trust, cooperation, and participation in the research evaluation. In

addition, their participation as well during the conduction of the survey.

Above all, the researchers want to express gratitude and reverence to God, the

Almighty, for His blessings and direction during the research planning and execution.

Dedication

This research is dedicated to our loving parents and our hard-working teachers who have

helped us through our education and daily lives. Without their help and support, this research

would not have been possible.

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 Table of Contents

Acknowledgement……………………………………………………………….1-2
Dedication…………………………………………………………………………..3

Chapter 1
1.1 Background of the Study……………………………..……....……..5-6
1.2 Theoretical Framework……………………………...………..……...6-8
1.3 Conceptual Framework…………………………….………....….…..8-9
1.4 Statement of the Problem………………………….……..…………..9-10
1.5 Objectives of the Study………………………………………………..10

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 1.6 Significance of the Study…………………………………......……...11-12
1.7 Scope and Limitation of the Study………..……..…..….….……..12
1.8 Definition of Terms…………………………………..…..…........…..13-14

Chapter 2
Review of Related Literature……………………………..….................15-23

Chapter 3
3.1 Research Design ……………………………………..……..………...24
3.2 Research Locale…………………………………………….......……..25
3.3 Research Respondents …………….……………….................…..25-26
3.4 Sampling Technique……………………………....................…....26
3.5 Data Gathering Procedure………………………….................…..27-28

Chapter 4
3.6 Problem 1………………………………………………………………….30-37
3.7 Problem 2………………………………………………………………….37-40
3.8 Problem 3………………………………………………………………….40-41

Chapter 5
3.9 Summary……………………………………………………………………42
4.1 Conclusion………………………………………………………………….43-44
4.2 Recommendations………………………………………………………..44-45

Bibliography ………………………………….………………………...………...……46-52
Appendices…………………………………………………………………………….53-59

Curriculum Vitae………………………………………………………………………60-65

CHAPTER I

Introduction

1.1 Background of the Study

In some schools, teachers and children are compelled to move to online learning to

protect the child and teacher due to the COVID-19 epidemic rapidly affecting everyday life,

especially in the education sector. Moreover, teachers provide PowerPoint presentations,

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educational presentations, and instructional materials for students for effective and convenient

learning. In addition, teachers share their presentations during a discussion or send a copy of

their material for students to understand the lesson. Lastly, teachers add color to the visual aids

to make them look more exciting and livelier.

Color is one of the components of art; it is the result of wavelengths impacting an item

and reflected by our eyes (Bernard, 2016). Furthermore, research has shown that utilizing

specific colors and hues in class helps inspire pupils to study throughout the session (Scranton

Products, 2020). In addition, color has significant effects on memory abilities and the ability to

have chances of environmental stimuli to be received, persevered, and recalled. Color choices

could influence the memory performance of a person (Dzulkifli & Mustafar, 2013).

This study is taken and inspired by the research design of the thesis titled “The Effects of

Color on the Moods of College Students” (Kurt & Osueke, 2014). A questionnaire was utilized

in the study to collect and evaluate the impact of varied colors on the moods of college students.

Moreover, these colors come from the various buildings in the school. Unlike the study of Kurt

and Osueke, the researchers will focus on kindergarten pupils rather than college students;

instead of focusing on the impacts of colors of buildings on moods, this study focuses on the

effects of colored and colorless instructional materials on the academic performance of children.

Furthermore, the researchers will utilize a simple questionnaire and a presentation for the

kindergarten pupils.

The essential objective of this study is to accumulate and analyze the effects of colored

and colorless instructional materials on kindergarten students from Capitol University Basic

Education Department. This study reviews how many students benefit from colored and

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colorless visual aids.

1.2 Theoretical Framework

The Information Processing Theory of George Miller (1956) serves as the theoretical

foundation for this research. Furthermore, the Information Processing Theory refers to how the

human brain gathers information into memory. The Information Processing Theory process

entails receiving stimuli from the environment and storing the data from the stimulant in our

memories, either short-term or long-term (Bouchrika, 2021). Moreover, George Miller provided

two (2) concepts that are crucial for the Information Processing theory. The first notion is

chunking and the short-term memory space, where a chunk is everything that has to be recalled

(words, faces, numbers, etc.), and five (5) - nine (9) pieces of data are the maximum in the short-

term memory. Furthermore, the second concept compares a computer to how a human learns.

Like a computer, the human mind absorbs information, modifies the substance of the

information, stores and locates it, and responds to it (Miller, 1956 as cited by Hatague and

Nabua, 2019).

The information processing theory is a cognitive theory that defines how the minds of

individuals encode information (Miller, 1956 as quoted by Hatague & Nabua, 2019). In relation

to the study, students may develop their cognitive skills by processing information through their

memory by utilizing colored or non-colored instructional materials. Moreover, in humans,

information processing theory entails the collection and presentation, retention, and recovery

(Miller, 1956 as cited by Rosnov & Roberts, 2005). Students may increase their attention level

and understanding of a piece of specific information by using colors. In addition, with the help of

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colors, students might also improve their ability to retain and recover details. The Information

Processing Theory focuses on how learners receive, recall, and store information in their

working memory. It also lends credence to the researcher's study on how students think and

remember information. Understanding and retaining the offered instructional materials can also

help them study more swiftly and successfully.

According to the view of George Miller (1956), there are three forms of memory.

Sensory registers, in which one uses their senses to acquire information, short-term memory

refers to recalling data that happens for a limited period, and long-term memory, where

remembered details are indefinite (Hatague & Nabua, 2019). This theory relates to the research's

study as the researchers will analyze how well Kinder 2 students register color. Students would

have to use sensory registers (specifically seeing), and the researchers would analyze how well

they can recall what they saw using colored and non-colored visual aids. One of the most crucial

criteria for efficient information acquisition is to deliver meaningful content that activates one's

existing knowledge (Hatague & Nabua, 2019).

1.3 Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Colors
Kindergarten 2 student’s
Academic performance

Figure 1. The Schematic Diagram

Figure 1 shows the conceptual framework, including the dependent and independent

variables. Color is the independent variable in this study, whereas Kindergarten 2 children are

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the dependent variable. According to Simpson (2018), color influences learning; the brain uses

color to build pattern recognition, memory, and absorption of new information. There are either

positive or negative correlations between the two variables. Because colors and Kindergarten 2

students are involved in this study, it may or may not benefit them in some circumstances.

1.4 Statement of the Problem

The researchers will conduct this study to determine the Effects of Colored and Non-

colored Pictures in the Academic Performance of Kindergarten Children of CUBED, intending

to answer; how color and non-colored pictures might impact the academic performance of

kindergarten students. Furthermore, preschoolers are provided with school work to do that

includes images. As a result, various colors, such as bright and black, and white, must be

provided so that pupils can effectively identify and comprehend the complexities of the supplied

picture. Furthermore, the researchers would also gather the profile of the students, namely the

student's gender. Colors have also become a means of capturing learners' attention and

influencing their cognition.

Respectively, its goal is to answer the following questions and demonstrate the

involvement of this research on kindergarten pupils' academic performance:

1. How many kindergarten pupils perform well with colored versus uncolored

instructional materials?

2. How many kindergarten pupils recall best using colored pictures versus non-colored

illustrations?
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 3. How many kindergarten pupils prefer colored pictures versus non-colored visual aids?

1.5 Objectives of the Study

The primary purpose of this study is to determine the effects of colored and non-colored

pictures on the academic performance of kindergarten students of CUBED.

Specifically, this study aims to:

● Determine the respondent’s profile according to their gender

● Assess whether colored or uncolored pictures affect kindergarten students’

academic performance.

● Find out the importance of colored and uncolored photos on the academic

performance of kindergarten students.

● Identify whether colored or uncolored images affect kindergarten pupils in terms

of recalling.

● Discover if either student performs well or not with colored or uncolored images.

1.6 Significance of the Study

The findings of this study are beneficial for the amelioration of the participants involved.

Also, it focused on explaining the effects of colored and non-colored instructional materials on

the academic performance of kindergarten students of CUBED. Furthermore, the results of the

study will be essential to the following:

Kindergarten students. This study examines how colors affect the cognitive abilities of

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the learner. Also, to develop their coping mechanisms in response to the effects of colored and

non-colored instructional materials in academic performance. Through this study, they will be

aware and recognize their coping strategies. Thus, they could effectively use it in handling the

situation. Furthermore, to assess whether they comprehended the given instructional materials,

whether colored or not.

Teachers. This study will help them discover and provide an idea or rather solutions that

will give the kindergarten students proper guidance. Furthermore, to assess the child's response

towards non-colored and colored materials. Moreover, to help them create concrete instruction

for students to understand the given materials.

School Administration. This study will encourage them to think of a better solution to

manage the problem by creating a plan that both the educators and the kindergarten students

could benefit from, which would not affect students’ academic performance. Also, provide new

instructional materials that students can understand on their own.

Future researchers. The findings of this study will serve as a reference and guidance

material for incoming future researchers who will be conducting a similar experimental study in

the future or any related studies about the effects of colored and non-colored instructional

materials in the academic performance of kindergarten students.

1.7 Scope and Limitation of the Study

The study focuses only on the kindergarten pupils of Capitol University Basic Education

Department, specifically the Kindergarten 2 students from sections: Topaz, Pearl, and Jade,

totaling 25 students. The researchers will use selective sampling in this study, highlighting the

kindergarten learners in the academic school year 2021-2022. Furthermore, the limitation of the

study is the kindergarten students and the effects of colored and non-colored instructional

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materials on their academic performance. Even though there are studies on the impacts of colors

on student academic achievement, there is a lack of studies tackling the effects of colors on

kindergarten pupils' academic performance. Face-to-face encounters have also been used in the

past to conduct research.

The researchers will be meeting the students using the video calling application Zoom

and presenting a presentation during the session.

1.8 Definition of Terms

Academic Performance- Academic performance refers to the information gathered

through teacher evaluation. Furthermore, it is as well as educational goals set by students and

faculty to achieve compliance within a specific time frame.

Cognition- In obtaining knowledge and comprehension, the latter requires mental

processes. Examples of these processes are; thinking, knowing, remembering, judging, and

problem-solving. Language, imagination, perception, and planning are examples of higher-level

brain functions.

Color- refers to any aspect of an object, describes as tones, lightness, and saturation. In

physics, color correlates to electromagnetic radiation with a particular wavelength range easily

observable to the human eye. The visible spectrum is composed of wavelengths in this range of

the electromagnetic spectrum.

Instructional Materials- The content or information delivered in a course is referred to as

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instructional materials. Lectures, readings, textbooks, multimedia components, and other course

materials are all examples of instructional materials. Learning objectives, assessments, and

activities are among the best instructional materials available. They can be utilized in traditional

and online classrooms, though some will need to be updated or redesigned for online use.

Kindergarten- Kindergarten is the academic department for children aged four to six

years old that serves as a basis for kindergarten, also known as Infant School.

Memory- Memory refers to the procedures for acquiring, storing, retaining, and

retrieving data. Human memory refers to one's capability to recall and recover knowledge that

one has learned or experienced.

Online Learning- Online learning is a sort of distance learning which involves a program

or curriculum to prepare to administer online. Faculty utilize virtual learning-specific

pedagogical approaches for lecture, student participation, and evaluation.

Visual Aids- Tools that aid students in understanding and remembering a topic or lesson

are visual aids (pictures, presentations, etc.). These days, there are a plethora of visual aids

available. Visual aids are those that rely on the sense of sight. Examples include models, actual

objects, graphs, images, maps, flannel boards, flashcards, bulletin boards, blackboards, slide

shows, overhead projectors, and so on.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Many occasions call for the use of color. It is also widely employed in school and at

work. According to Olurinola & Tayo (2015), color is utilized extensively in instructional

materials. Presentations, films, motion pictures, and video programs are just a few examples.

Both textual educational materials and laptop-assisted training make use of color. Instructors

often use colors to influence the learning ability of the child. Color draws attention to faults

committed by pupils; for example, red markings are for corrections and frequently give students

a sensation of anxiety, which helps improve the student's learning ability in which they know

their mistakes and would not do it again (Olurinola & Tayo, 2015). Instructors also use color to

highlight differences in specific aspects of a topic, such as using different colors of chalk to

emphasize differences in a concept (Olurinola & Tayo, 2015).

Color

According to Color Navigator (2018), our brains create color rather than color existing.

Light, objects, and our eyes all have an impact on how we see color. Moreover, color exists

when there is light. The reflected components because of light are how an item defines its color.

Dzulkifli and Mustafar (2013) state that most advertisements use color as a vital

component to influence people's attention, attitude toward the product, and decision-making

pressure. Colored ads can entice people to read them up to 42% more frequently than non-

colored advertisements. It demonstrates the significance of color in providing knowledge or

messages more appealing to the public (White, 1994 as cited in Dzulkifli & Mustafar, 2013).

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 Farley et al. (2010), as referenced by Dzulkifli and Mustafar (2013), were among the first

to suggest that colors had a higher impact on attention. This finding came from their study of

attention and cognition, which contrasted the memory performance of color versus non-color

multimedia presentations. According to the data, the colored multimedia presentation garnered

greater attention than the non-colored presentation. Warm colors, namely red, orange, and

yellow, influences concentration better than cold colors, like brown and gray (Greene et al., 2009

as cited in Dzulkifli & Mustafar, 2013). In addition, warm colors are preferred by preschoolers

and elementary students, while secondary students prefer cool colors (Engelbrecht, 2003 as cited

in Curry & Gaines, 2011).

Color in Learning

Color is a versatile educational tool utilized in a variety of ways. It can draw attention,

improve understanding, create a code, label things naturally, and identify them differently

(Olurinola & Tayo, 2015). Moreover, color can help improve the structure and delivery of

information, as well as it takes less time to browse and make information easier to identify and

organize (Chang et al., 2018). Furthermore, there have been observations that color overlays

covering the behind words or the page assist reading comprehension and improve children's

concentration. Additionally, colored overlays minimize symptoms of visual stress to children

who wear glasses (Singh & Mull, 2017).

Color influences learning by assisting memorization and idea identification by leveraging

both symbolic and cognitive abilities. Moreover, color improves the capacity to recall words and

illustrations and alters how we perceive and process information (Myers, 2004 as cited in

Olurinola & Tayo, 2015). In contrast, according to Sajnani and Chaturvedi (2021), in their

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conclusion, no significant differences were evident when it comes to recalling words using red

ink pens and black ink pens showing that color does not influence the recalling of information.

In decorated-classroom conditions, students tend to spend more time off-task (Fisher et

al., 2014). Follow-up research with a similar design confirmed these findings, demonstrating that

the colorfulness of the environment had a negative impact on children's success. Children in the

decorated-classroom condition had lower scores than those in the sparse-classroom state.

Moreover, colorful instructional materials and other visual displays are included in kindergarten

and primary classrooms because vibrant colors are crucial for early learning, particularly in

kindergarten and elementary students' attitudes toward learning and performance. (Fisher et al.,

2014). Furthermore, there have been reports that red has a detrimental influence on pupils' test

performance. According to the study's findings, students exposed to the colors green and black

before completing the test scored better than the learners exposed to the color red prior to the test

they performed 20% worse than the ones exposed to the colors green and black (Elliot et al.,

2007 as cited in Cherry, 2020).

According to Dzulkifli and Mustafar (2013), Colors aid pupils in focusing their attention

on a specific material, which aids in transferring that knowledge to short and long-term memory,

boosting their chances of remembering it. Furthermore, to improve the learners' learning

capabilities to recall a lesson and help retrieve information quickly.

Background color and learning abilities, and memory have a great connection. When it

comes to attention, the color red is more effective than the color black-white and blue.

Furthermore, the proper and appropriate use of backdrop color can improve students' memory

and academic performance (Jadhao et. al, 2020).

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 Colors can affect learners' cognitive abilities, behavior, academic performance, and

intentions. Additionally, the use of colors in instructional materials given by the school plays a

vital role in capturing students' attention, awakening different emotions, influencing students'

memory performances, and motivating learners to learn (Kumi et al., 2013). Furthermore, color

influences students of all ages. It was primarily to influence young learners like kindergarten and

nursery students, but recently various ages have been affected by colors (Mooreco Inc, 2019).

Cognitive abilities are ways students; comprehend, concentrate, recall, analyze, and grasp

teachings. Therefore, colored materials can affect a learners' mental capability to understand the

given instructional materials. Also, colors can manipulate students' emotions towards learning

and productivity in school (Dzulkifli & Mustafar, 2013).

Santos et al., (2019) used a quasi-experimental research design to examine the influence

of color-coded words on memory recall using a quantitative technique. Memory encompasses the

functions of acquiring, encoding, and retaining information as well as their recollection.

Furthermore, incorporating colors into the physical characteristics of words has been shown to

improve memory retention by primarily attracting attention, as it is due to color perception,

which gives the impression of emphasis. According to their findings, colors play a salient role in

conveying, interpreting, and portraying information. Furthermore, the approach would help co-

creating a healthy educational environment, where the productivity and efficiency of the visual

learning technique benefit the student.

The purpose of the study of Etulle et al., (2014) was to see if colors affect first-graders

memory, and it used a randomized group research design (Etulle et al., 2014). The researcher

utilized a flashcard test to assess people's ability to remember words in diverse settings. Black

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ink words served as the control, colored ink words served as treatment 1 (one), and black ink

words with a colored picture above served as treatment 2 (two). Following that, the participants

were instructed to mark down any terms they could recollect. As the calculated results, the

condition with colored words was the most likely to be remembered over the other two. As a

result, it is possible to conclude that color has a significant impact on first-graders memory.

Treatment 1 also helps with memory. The researchers conducted an IQ test first to rule out the

potential of extraneous factors. Furthermore, the student's cognitive ability may influence the

study's potential implications (Etulle et al., 2014).

Based on an article by Touchette (2017), color is less likely than non-colored to form an

abstract image. The image becomes more vivid as the tone range expands. Black-and-white

photographs with a deep black, a pure white, and different grays in between might entice

onlookers. Moreover, black and white visuals encourage high-level construal thinking (Lee,

2016).

Color in Instructional Materials

The use of presentation codes, such as visual, verbal, or spatial, can assist in information

processing and retention, and instructional designs can lessen the potential of cognitive overload.

Furthermore, when it comes to information processing, there are two systems: auditory/verbal

and visual/pictorial, both of which have limited capability (Mayer, 2014 as cited in Chang et al.,

2018).

There are observations that colors in instructional materials have an influence on

generating diverse emotional reactions and catching the attention of learners (Chang et al., 2018).

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Moreover, a visual design serves two purposes: to assist learners in processing information

cognitively, and the other is to effectively influence the attitudes and motivation of students, in

other words, the first function impacts the students' intellect, and the second affects their

emotions (Moreno et al., 2007, as cited by Chang et al., 2018).

Color and Memory Performance

Mustafar and Dzulkifli (2013) stated that the most significant visual experience for

humans is color. By functioning as a potent information route for the human cognitive system, it

improves memory performance.

Color is the most potent stimulus for the brain (Staynings, 2008 as cited in Hill, 2011). It

allows better and less confusing learning and remembering by opening up areas of the brain. The

brain recalls the color first, and then the brain is activated by the color. Color will elicit a positive

or negative response in the human brain first. The reaction transmits to the brain, which activates

it. (Cercone Learning, 2008 as cited in Hill, 2011).

The occipital lobe of the brain is where the color center lays on. The color center is

where the processing and recognition of color occurs. Furthermore, the brain identifies color by

processing diverse wavelengths of light through the eye; the brain then associates colors with

emotions, thoughts, and meanings. A person's memory then stores this information from the

association of colors to their feelings, ideas, and interpretations (Patel, 2020). Moreover, the

brain uses color when it comes to the development of pattern recognition, memory processing,

and when it comes to gathering new information. It also helps individuals find, compare,

interpret, and recall information more quickly. Furthermore, color impacts children's moods,

conduct, and academic achievement (Simpson, 2018).

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 As cited by Khan and Liu (2020), during Krahn's (2018) empirical study, most

participants remembered the color red faster than cool colors, indicating that the red color

maintains recognition memory accurately. Furthermore, numerous studies have explained that

colors play an essential role in a person's working memory during the educational process.

According to Chang et al (2018), as cited by Khan and Liu (2020), colors help reduce cognitive

burden during the education process.

Color plays a vital role in everyone as it has a variety of uses, such as analyzing things

that color implies and functions and helping all students increase their attention levels to specific

information. Colors in instructional materials are used widely in educational resources. Colored

and non-colored instructional materials can impact a students' academic performance, learning,

and comprehension. They can effectively influence learners' attitudes and motivation by

capturing their attention and emotions. They also highlight the importance of color in academic

and brain development, especially in kindergarten and elementary students. In contrast, colors

could negatively affect students' academic performance based on the conclusion of experiments

of studies the researchers have researched. Curry and Gaines (2011) suggest that there should be

further investigation of the influence of color on students' performance, behavior, and emotions

in both students with and without disabilities.

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 CHAPTER III

Research Methodology

3.1 Research Design

The researchers' research design would be an experimental quantitative research design.

Experimental research involves two variables: independent and dependent, in which the

manipulation of the independent variable occurs. Furthermore, this includes the observation and

data gathering of the effects of the dependent variables due to the independent variable.

Moreover, experimental research gathers the data to observe the relationship between the two

variables. Social science, physical science, education, and psychology employ experimental

research (Formplus Blog, 2020). Experiments go along with quantitative data as it involves

measuring data (McLeod, 2019).

In this research, the independent variable is the colored and uncolored learning materials,

and the dependent variable is the learning performance of Kindergarten 2 students. The

researchers will collect data on the impact of colored and uncolored coloring materials on the

child's learning skills. The data collected assess if there is a benefit in students' learning skills

using colored and uncolored coloring materials or not.

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3.2 Research Locale

The Capitol University Basic Education Department, a private-sector school that

encompasses pre-school, grade school, and junior high school, is the site of this research study.

Capistrano Complex is located near Gusa Cagayan de Oro, Misamis Oriental 9000. In addition,

the researchers will conduct their research there to evaluate if kindergarten students prefer

colored or uncolored teaching materials.

Figure 1.1 Capitol University Basic Education Department (CUBED) map (Source: Waze.com)

3.3 Research Respondents

The researchers of this study considered the Kindergarten students of Capitol University

Basic Education Department (CUBED) to be the respondents comprising of 25 students, male

and female, nine (9) learners from the Section-Jade, eight (8) learners from Section-Topaz, and

eight (8) learners from Section-Pearl in the school year 2021-2022. The Kindergarten students

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served as the subject of the study to assist the researchers in assessing and evaluating the

research study towards "The Effects of Colored and Non-colored Instructional Materials on the

Academic Performance of Kindergarten Students of CUBED." Moreover, the researchers chose

Kindergarten students to determine which of the colored and non-colored instructional materials

provides more efficacy about the Kindergarten students' learning. Lastly, through this study, they

will become aware of and recognize their coping strategies in response to their teachers'

utilization of colored and non-colored instructional materials. As a result, they could effectively

use it in dealing with the situation.

3.4 Sampling Technique

This study would utilize a purposive sampling technique in selecting the respondents as

the study undergoes an experimental research method. Kindergarten students from Capitol

University Basic Education Department are the researchers' subject respondents for this study.

Furthermore, the respondents come from sections; Jade, Topaz, and Pearl. The researchers will

use this sampling technique to test how beneficial colored or non-colored instructional materials

are in the academic performance of young learners. They will also be aware of and understand

their coping methods in reaction to the colored and non-colored educational materials provided

by their teachers. As a result, they could put it to good use in dealing with the problem.

3.5 Data Gathering Procedure

Stage 1. The researchers will formulate a document that will serve as an assessment

activity for the Kindergarten students to accomplish at the end of the session. The day before the

observation, the researchers will share the assessment activity file with the teacher, and the

teacher herself will send it to the students' parents for printing.

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 Stage 2. The researchers will utilize Zoom as a platform to communicate with

Kindergarten pupils. Before showing the PowerPoint presentation to the students, they will go

through a short energizer. The illustration will include ten different images, five of which will be

colored and five of which will be non-colored. The drawings will be shown one by one, at

random. Following that, the researchers will describe the presentation for the student to be

guided.

Stage 3. The Kindergarten students will receive a printed assessment activity after the

presentation. The assessment activity includes the same pictures as the presentation, plus five

additional pictures to test the students' memory. The kindergarten students will be selecting

images they recall from the presentation by circling them.

Stage 4. The researchers will then ask the parents of the students to send their answers.

The parents would take a picture of the students' answers and send it to the researchers via Zoom.

Stage 5. The researchers will then analyze and gather the data. The researchers would

check the scores of the students and see how effective colored and non-colored instructional

materials are.

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 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The researchers conducted a Zoom meeting with the Kindergarten 2 students from

Capitol University Basic Education Department. The respondents were from sections: Jade with

seven (7) respondents, Pearl with seven (7) respondents, and Topaz with five (5) respondents. In

total, there were nineteen (19) students involved in this study. The results and discussion are

based on the following statement of the problem of this study, which are the following:

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3.6 Problem 1

1. How many kindergarten pupils perform well with colored versus uncolored

instructional materials?

Table 1.1: Scores from Section Jade (COLORED INSTRUCTIONAL MATERIALS)

JADE

COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 5/5

STUDENT 2 5/5

STUDENT 3 5/5

STUDENT 4 3/5

STUDENT 5 5/5

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 STUDENT 6 3/5

STUDENT 7 5/5

Table 1.2: Scores from Section Jade (NON-COLORED INSTRUCTIONAL MATERIALS)

JADE

NON-COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 5/5

STUDENT 2 5/5

STUDENT 3 5/5

STUDENT 4 4/5

STUDENT 5 5/5

STUDENT 6 2/5

STUDENT 7 2/5

26 | Page
 Tables 1.1 and 1.2 illustrate that the majority of Kindergarten 2 Section Jade respondents

got perfect scores with colored instructional materials. Five (5) out of seven (7) got the colored

visuals perfect during the activity, while only four (4) out of seven (7) got it perfect with the non-

colored instructional material. Making students from Jade perform better with colored

instructional materials than with non-colored instructional materials.

Color can play an essential role in conveying information, creating specific moods, and

even influencing people's decisions. Furthermore, studies have found that specific colors can

improve sleep habits, boost memory, and enhance academic performance. (Cherry, 2020). Based

on the study's findings in tables 1.1 and 1.2, most of the students from section Jade perform

better with colored instructional materials than with non-colored instructional materials. Farley et

al. (2010), as referenced by Dzulkifli and Mustafar (2013), were among the first to suggest that

colors had a higher impact on attention. This finding came from their study of attention and

cognition, which contrasted the memory performance of color versus non-color multimedia

presentations. According to the data, the colored multimedia presentation garnered greater

attention than the non-colored presentation.

27 | Page
 Table: 1.3: Scores from Section Pearl (COLORED-INSTRUCTIONAL MATERIALS)

PEARL

COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 5/5

STUDENT 2 5/5

STUDENT 3 4/5

STUDENT 4 5/5

STUDENT 5 5/5

STUDENT 6 4/5

STUDENT 7 5/5

Table: 1.4: Scores from Section Pearl (NON-COLORED-INSTRUCTIONAL MATERIALS)

28 | Page
 PEARL

NON-COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 5/5

STUDENT 2 5/5

STUDENT 3 5/5

STUDENT 4 5/5

STUDENT 5 5/5

STUDENT 6 5/5

STUDENT 7 5/5

Tables 1.3 and 1.4 illustrate that the majority of Kindergarten 2 Section Pearl respondents

acquired a perfect score with the colored pictures. In which five (5) out of seven (7) students

from section pearl received five (5) out of five (5). However, all seven (7) respondents from

section Pearl had a perfect score with non-colored pictures. Based on the records, students from

Pearl perform better with non-colored instructional materials than with colored instructional

materials.

According to Touchette (2017), color is less likely than non-colored to produce an

abstract image. The more extensive the tonal range, the more lively the image. Photographs in

black-and-white with a deep black, a pure white, and various grays in between can pull viewers

29 | Page
in. Moreover, the result above shows that students from section Pearl scored higher on non-

colored. As per the black and white imagery encourages high-level construal thinking (Lee,

2016).

Table: 1.5: Scores from Section Topaz (COLORED-INSTRUCTIONAL MATERIALS)

TOPAZ

COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 1/5

STUDENT 2 5/5

STUDENT 3 1/5

STUDENT 4 5/5

STUDENT 5 4/5

Table: 1.6: Scores from Section Topaz (NON-COLORED-INSTRUCTIONAL MATERIALS)

TOPAZ

NON-COLORED INSTRUCTIONAL MATERIALS

STUDENT SCORE

STUDENT 1 2/5

30 | Page
 STUDENT 2 5/5

STUDENT 3 5/5

STUDENT 4 5/5

STUDENT 5 3/5

Tables 1.5 and 1.6 illustrate the scores of the five (5) students from section Topaz. Out of

the five (5) students, only two (2) got the perfect score for colored pictures, while three (3)

students got the perfect score for non-colored pictures. Based on the findings, students from

Topaz scored higher on non-colored instructional materials than on colored instructional

materials.

Section Topaz has similar results to section Pearl. Both sections scored better with non-

colored visual aids than colored. With the same analysis with section Pearl, black and white

images encourage a higher level of construal thinking (Lee, 2016).

3.7 Problem 2

2. How many kindergarten pupils recall best colored versus uncolored instructional

materials?

Table 1.7: Total number of students who received their scores. (COLORED INSTRUCTIONAL

MATERIALS)

COLORED INSTRUCTIONAL MATERIALS

RANKING

31 | Page
 SCORE FREQUENCY PERCENTAGE

5/5 11 57.9%

4/5 3 15.8%

3/5 2 10.5%

2/5 1 5.3%

1/5 2 10.5%

TOTAL 100%

Table 1.8: Total number of students who received their scores. (NON-COLORED

INSTRUCTIONAL MATERIALS)

NON-COLORED INSTRUCTIONAL MATERIALS

RANKING

SCORE FREQUENCY PERCENTAGE

5/5 14 73.7%

4/5 1 5.3%

3/5 1 5.3%

2/5 3 15.8%

32 | Page
 1/5 0 0%

TOTAL 100%

Based on the total table,

1. Out of 100%, 74% of students from kindergarten two have scored a perfect score of 5/5

when it comes to non-colored instructional materials.

2. Out of 100%, only 57% of students have had a perfect score when using colored

instructional materials.

3. No student has scored a 1 and 0 when using non-colored instructional materials.

4. 74% out of 100% of students recall best using non-colored instructional materials.

Color will merely draw the audience's attention away from the picture's main subject

(Ramroop, 2021). Additionally, (Ramroop, 2021). stated that black and white could also reduce

distracting color tints that otherwise; would gently divert the audience's focus away from what is

crucial. There have been reports that red has a detrimental influence on pupils' test performance.

According to the study's findings, students exposed to the colors green and black before

completing the test scored better than the learners exposed to the color red before the test; they

performed 20% worse than the ones exposed to the colors green and black (Elliot et al., 2007 as

cited in Cherry, 2020).

In the study of Lee (2016), there are two dissertation essays, one of which is titled "The

Effects of Black-and-White vs. Color Imagery on Construal Level." In communications, the

dissertation questions whether color media is always preferable to black-and-white (BW) media.

33 | Page
Colorful or black-and-white marketing communications (e.g., advertising, packaging) are

possible. The said essay looks at how the presence or absence of color in media might alter how

consumers perceive information and how they assess and select products. Six tests suggest that

people exposed to black-and-white photographs and videos are more likely to participate in high-

level construals.

In another study, an experiment with 35 participants occurred. The goal is to assess the

participants' identification abilities and memory clarity. According to the findings, many of the

participants have short-term memory when it comes to bright colors, whereas dark colors have a

rate of 1.7% of being forgotten. The argument is that dark-colored images do well in memory.

They will have a vague recall of those rich color photos or possibly a high rate of forgetting them

(An et al., 2021).

3.8 Problem 3

3. How many kindergarten pupils prefer colored pictures versus non-colored visual aids?

Graph 1.1: Total number of students who preferred colored and non-colored visuals.

34 | Page
 Table 1.8 illustrates the total number of students in kindergarten. There are 19 students

from the three sections, Jade, Pearl, and Topaz. Among the 19 students, 89.5% of them preferred

colored visuals while 10.5% of students preferred non-colored visuals. In conclusion, the table

shows that the majority of the students preferred more colored visuals than non-colored visuals.

Certain factors may affect why the students prefer colored visuals but scored higher on

non-colored visuals; these factors may include the student being distracted during answering,

they didn't listen to the instruction, etc. Although, the goal of the statement of problem number 3

is only to show the student's preference.

CHAPTER 5

35 | Page
 CONCLUSIONS, SUMMARY, AND RECOMMENDATIONS

This chapter contains the results based on the data the researchers have gathered.

Conclusions and recommendations are also gathered for future purposes and preparations.

3.9 Summary

According to the results from chapter 4, the data illustrates that kindergarten two (2)

students from Capitol University Basic Education Department scored higher with uncolored

instructional materials based on their scores but based on their preference, they prefer colored

instructional materials. Touchette (2017) states that non-colored is likely to create an abstract

image that could pull the audience in.

Furthermore, according to Lee (2016), high-level construal thinking is encouraged by

black & white visuals. Moreover, the student's preferences are solely for illustration and to

present the student's liking, in which 89.5% out of 100% prefer colored visual aides rather than

non-colored. There are numerous factors to students liking colored materials but scoring higher

on non-colored materials, such as being distracted during the quiz, failing to follow directions,

etc.

4.1 Conclusion

Problem 1: How many kindergarten pupils perform well with colored versus

uncolored instructional materials?

36 | Page
 The data collected in this study have provided meaningful insights into using colored and

uncolored instructional materials in learning. Furthermore, according to the observation and the

interpretation of the data analysis, the results show that; two out of three sections scored higher

on non-colored instructional materials. Namely, sections; Topaz and Pearl have scored higher on

non-colored instructional materials than on colored instructional materials. In conclusion,

kindergarten two students performed better in non-colored instructional materials than in colored

instructional materials.

Problem 2: How many kindergarten pupils recall best colored versus uncolored

instructional materials?

The findings in this study illustrated that 74% out of 100% of kindergarten students from

sections; Jade, Pearl, and Topaz, obtained a perfect score of five over five in non-colored

instructional materials. On the other hand, only 57% out of 100% of kindergarten students have

acquired a perfect score of five over five regarding colored instructional materials. Out of 19

students, none of the respondents scored a one or zero based on the results.

Problem 3: How many kindergarten pupils prefer colored pictures versus non-

colored visual aids?

Based on problem three (3), most of the students from the Kindergarten 2 sections, Jade,

Pearl, and topaz, preferred colored visual aids compared to non-colored visuals, with 89.5% out

of 100% of students have preferred colored visual aids over non-colored visual aids with 10.5%

out of 100%. However, even if the student chose colored visuals but performed better with non-

colored visuals, particular factors may affect them, such as distractions during the activity or

failure to listen to the instructions. Moreover, this research focuses on the child's academic

37 | Page
performance, and the primary goal of the preference is to illustrate what kindergarten two

students prefer.

4.0 Recommendations:

According to the study’s findings and conclusions reached during the research, the researchers

propose the following recommendations:

1. The need to attain the target number of respondents or to have more than 19 people

responds to the survey for accurate findings.

2. Face to face is more efficient. Giving the instructions, guidelines, and survey physically

is more effective for the students or respondents to comprehend the shown presentation

and answer the survey given. Furthermore, it would cater to and observe the students

smoothly. Moreover, it would have a more effective interaction when evaluating the

students physically than virtually.

3. Adding extra quiz items will test the students' or responders' cognitive learning, which

includes thinking and remembering the various pictures displayed throughout the

presentation.

4. Make sure that the students or respondents are listening attentively during the

presentation. Students who are focused can obtain a good score on the test, which can let

the researchers have a higher chance of getting accurate data from their answers.

5. After the presentation is over, hand out the answers. Respondents or students may start

answering or take note of the answers during the presentation when the answers are

handed out. Thus this will make the data inaccurate.

38 | Page
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45 | Page
 Appendices:

Image 1.1: Letter of Approval from CUSHS Principal and CUSHS Vice Principal

46 | Page
 Image 1.2: Letter of Approval from the CUBED Principal

47 | Page
 Image 1.3: Letter to the parents (1/2)

48 | Page
 Image 1.4: Letter to the parents (2/2)

49 | Page
 Image 1.5: Survey Form

Image 1.6: Kindergarten 2 with the Researchers and Teacher

50 | Page
 Image 1.7: Kindergarten 2 with the Researchers and Teacher

Image 1.8: Kindergarten 2 with the researchers and Teacher

51 | Page
 CURRICULUM VITAE

YSSHANDREA MITCH L. CALMA

Address: Zone 5 Signal Hill Camp Evang. Patag, CDOC
Contact Number: 09167583105
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth:
August 19,2002 Sex: Female
Religion: Born Again Christian Height & Weight: 5’3, 58 kg

Mother’s Name: Mary Ann L. Calma

Father’s Name:
Jundrie R. Calma

EDUCATIONAL
BACKGROUND

52 | Page
 West City Central School
Elementary School Ilaya, Carmen, Cagayan de
Oro City
June 2011- March 2015
Liceo de Cagayan
Junior High School University
RN Pelaez Blvd, Cagayan de
Oro City
June 2015- December 2018
Senior High School Capitol University
Corrales-Osmena
Extension, Cagayan de Oro City
August 2020 - June 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and

VOLUNTEER
.
With honors (2016-2020)
With high honors (2020-)
MTAP Participant (2018-2020)
Jamboree Scouts Participant (2016-2019)
KISHA LOUISE D. DE LEON
Address: #029 Purok-3A, Gusa, Cagayan de Oro City
Contact Number: 09957153359
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth: November 22, 2003 Sex: Female

Religion: Roman Catholic Height & Weight: 5’8, 58 kg

Mother’s Name: Syna D. de Leon

Father’s Name: Gino Louie O. de Leon

EDUCATIONAL BACKGROUND

Elementary School Holy Family School

53 | Page
 Aplaya Jasaan, Misamis Oriental
June 2010 – March 2016

Junior High School Capitol University Basic Education Department

Capistrano Complex, Gusa, Cagayan de Oro City
June 2016 – March 2020

Senior High School Capitol University

Corrales & Osmeña Extensions, Cagayan de Oro City
August 2020 – June 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and VOLUNTEER

With Honors (2016)

Glee Club Awardee (2016-2020)
With High Honors (2020-2022)

HILLARY AL W. IGNALIG
Address: North Poblacion, Guinsiliban, Camiguin
Contact Number: 09457963747
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth: November 22, 2002 Sex: Female

Religion: Roman Catholic Weight & Height: 4’11, 45 kg

Mother’s Name: Alma W. Ignalig

Father’s Name: Sancho M. Ignalig

EDUCATIONAL BACKGROUND

Elementary School Guinsiliban Central School

North Poblacion, Guinsiliban Camiguin 9102
June 2010 – March 2016

54 | Page
Junior High School Columbia St. Michael’s Parish High School
Poblacion, Mahinog, Camiguin 9103
June 2016 – March 2020
Senior High School Capitol University
Corrales – Osmeña Extension, Cagayan de Oro City
August 2020 – March 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and VOLUNTEER

- First Honor Student (2020-2021)

- Voting Like Health Depends on It: Voter Registration in Health Care Settings (June
19, 2021) – Harvard Medical School
- Advancing Racial Justice and Equity Through Quality and Safety: 5 Key Drivers
(Recording) (June 19, 2021) – Harvard Medical School
- Digital Teachers and Learners Program: Emotional Wellbeing in Digital (September
10, 2021) – Department of Information and Communication (DICT) Mindanao
Cluster 2 Region 10, Cagayan de Oro, Philippines
- CLEP – Rights Literacy Event: “What eVAWan Must Know” (October 10, 2021) –
Xavier University – Ateneo de Cagayan: College of Law

JULLIANA NIKOLLE R. PASION

Address: Block 9 Lot 8 NHA Phase-1 Kauswagan, CDOC
Contact Number: 09352874761
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth: September 17, 2004 Sex: Female

Religion: Roman Catholic Height & Weight: 5’2, 52kg

Mother’s Name: Marites R. Pasion

Father’s Name: Michael Carlo N. Pasion

EDUCATIONAL BACKGROUND

Elementary School St. Cecelia Academy

NHA Kauswagan, Cagayan de Oro City
June 2010 – March 2016

55 | Page
Junior High School Sacred Heart of Jesus
Montessori School
J.R. Borja Extention, Gusa,
Cagayan de Oro City
June 2016 – March 2020

Senior High School Capitol University

Corrales-Osmena Extension,
Cagayan de Oro City
June 2020 – May 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and VOLUNTEER

- Grade 7 - 10 With Honors

- Grade 11 - With High Honors
- Red Cross Seminar (2019)
- Internet Cocaine Seminar (2020)
- Leadership Training (2018 and 2019)
- Higala Application Orientation (2020)
- TEENSIGHTS: an Adolescent Sexuality and Reproductive Health Insights (2021)
- Webinar on Digital Transformation in the New Normal (2021)
- Webinar entitled: Ang Totoo sa Mito: Ang Mito sa Totoo (2021)
- Webinar on Convocation: Sharing of Sea Experirncr of a Projrct Balanghay Graduate of
CU (2021)
- Webinar on Psychological Well-Being Amidst Covid-19 Pandemic (2021)
- Webinar entitled: What Classic Literature Teaches Us About Love (2021)
-Webinar entitled: Mathematics in the Modern World: Believe the Magic of Math Around
Us (2021)

GLENZ KARRYLLE S. SABELLA

Address: Purok 4, Tablon, Cagayan de Oro city
Contact Number: 09262921075
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth:
October 3, 2003 Sex: Female
Religion: INC Height & Weight: 5’3, 40 kg

Mother’s Name: Glenda S. Sabella

56 | Page
 Father’s Name: Carlo O. Sabella

EDUCATIONAL BACKGROUND

Elementary School
Kumfee Care College Inc. 568 A
Bonifacio St, Quezon City, 1119 Metro Manila,
June 2010 - March 2016

Junior High School Bagong Silangan High School

J.P Rizal, Quezon city, Metro Manila
June 2016 - March 2017

Senior High School

Capitol University
Corrales-Osmena Extension, Cagayan de Oro City
August 2020 - June 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and VOLUNTEER

With Honors (2012-2016)

With Honors (2017-2020)
Robotics Workshop classes (3 months, year 2017)
DSPC Participant (2019)
5th place in Collaborative & Desktop Publishing-Sekundarya Filipino, DSPC (Sept, 12, 2019)
With honors (2020-2021)
ANDREA PAULINE C. YGOÑA
Address: Bulua, Cagayan de Oro City
Contact Number: 09261782520
E-mail Address: [email protected]

PERSONAL PROFILE

Date of Birth: November 21, 2002 Sex: Female

Religion: Catholic Height & Weight: 4’5, 45kg

57 | Page
Mother’s Name: Ma. Princess C. Ygoña

Father’s Name: Glenn D. Ygoña

EDUCATIONAL BACKGROUND

Elementary School Capitol University Basic Education Department

Gusa, Cagayan de Oro City
June 2010 – March 2011, June 2014 - 2016
St. Mary’s School
Macasandig, Cagayan de Oro City
June 2011 – March 2014
Junior High School Capitol University Basic Education Department
Gusa, Cagayan de Oro City
June 2016 – March 2020
Senior High School Capitol University
Corrales-Osmena Extension, Cagayan de Oro City
August 2020 – May 2022

AWARDS, SEMINARS & WORKSHOPS ATTENDED, and VOLUNTEER

- First Honor Student (2020-2021)

- Young Leader’s Congress 2021 (February 25, 2021) – Lyceum of the Philippines
- Knowing Your Strength and Weaknesses: “Unleashing my inner leader” (February 24, 2021)
– Capitol University Senior High School Supreme Student Government
- Digital Teachers and Learners Program: Emotional Wellbeing in Digital Space (National
Level) (September 10, 2021) – Department of Information and Communication Technology
(DICT) Mindanao Cluster 2 Region 10, Cagayan de Oro, Philippines

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