An examination of postgraduate students' use of infographic design, metacognitive strategies and academic achievement

Abstract

This study aims to investigate postgraduate students' academic achievement, the metacognitive strategies they use and their infographic design scores while studying with infographics. The relationships between these variables and students' views about this process are also examined. A total of 15 postgraduate students were studied from the Computer Education and Instructional Technology Department of a large east Anatolian university in Turkey. Four different data collection instruments were employed. Results showed that students' metacognitive strategy scores tended to increase as time progressed over a four-week period. However, there was found to be no regular increase in infographic scores. A relationship between all variables was revealed in this study. While each variable had a relationship with academic achievement, there was no relationship between students' infographic scores and metacognitive strategies. Also, there were significant differences between students' academic achievements in terms of metacognitive strategies. Students who were above the average in their use of metacognitive strategies showed better academic achievement than the others. Consequently, we conclude from this study that an infographic creation-based training process has a significant effect on academic achievement and metacognitive skills, especially on facilitating the management of the learning process.