Value Added to an Image and Pupils’ Socio Cognitive Development

Ateh Theresia Ngongba^1*, Simon Belinga Bessala¹, Kibinkiri Eric Len²

Abstract

This study is titled “value added to an image and pupils̕ socio cognitive development”. Visual literacy education is lagging, as pupils are rarely provided with learning experiences that enable them to select and interpret meaningful visual phenomena from their environment. In addition, the manner in which these learning experiences are delivered often does not promote meaningful interaction between learners and what they observe. Instructional materials are frequently not designed in ways that allow pupils to construct meaningful visual statements or to practise organising their ideas visually, and they are often inadequate. The purpose of the study was to reinforce the effective use of visual materials in the classroom, to identify pupils’ learning styles and to promote active visual learning among learners. The question here is, does the value added to an image have an effect on pupils’ socio-cognitive development?  It was hypothesised that there is a significant relationship between the value added to an image and pupils’ socio-cognitive development. A quasi-experimental research design, specifically a nonequivalent group design, was used to collect data from a sample of 75 Nursery Two pupils of Mario Academic Complex, Mendong. A test served as the main instrument for data collection, and the data obtained were analysed using repeated measures analysis of variance. The results showed a significant effect for value added to an image, F (1, 73) = 224.280, p < 0.001, partial η² = 0.754, as well as for the interaction between value added and group, F(1, 73) = 28.201, p < 0.001, partial η² = 0.279. These findings reveal a strong and significant effect of the experimental factor. The results were interpreted using Vygotsky’s Sociocultural Theory (1978) and Paivio’s Dual Coding Theory (2006), which explain how children construct knowledge through social interaction and how the brain processes verbal and visual information through different but interconnected systems.

Keywords

value added; image; pupils; socio-cognitive development visual literacy; image interpretation

Cite This Article

Ngongba, A. T., Bessala, S. B., Len, K. E. (2026). Value Added to an Image and Pupils̕ Socio Cognitive Development. International Journal of Scientific Advances (IJSCIA), Volume 7| Issue 3: May – Jun 2026, Pages 363-380 URL: https://www.ijscia.com/wp-content/uploads/2026/06/Volume7-Issue3-May-Jun-No.1053-363-380.pdf

Volume 7 | Issue 3: May – Jun 2026