Abstract—This study investigated the effects of visualization
on college students’ academic performance. One control group
and two experimental groups were utilized. The participants
were the first year Bachelor of Science in Psychology students of
Batangas State University. Results obtained from the
experiment showed that visualization has no significant effect
on the academic performance of the two experimental groups.
However, grade improvements were higher in these treatments
compared to the control group. The students’ performance
before and after the visualization showed a computed p-value of
0.16 and 0.20 respectively, higher than 0.05 level of significance
which failed to reject the null hypothesis. On the other hand, the
control group showed significant effect which yielded a p-value
of 0.009 lower than the 0.05 level of significance. The results
also showed a chi-square value of 0.163 for experimental groups
1 and 2 which made the two approaches equally significant in
improving academic performance.
Index Terms—Academic performance, college student, positive psychology, visualization.
N. L. Narvacan and E. A. Bulaquiña are with Batangas State University, Batangas City, 4200, Philippines (e-mail: firstname.lastname@example.org, email@example.com).
L. D. Evangelista is with the College of Arts and Sciences, Batangas State University, Batangas City, 4200, Philippines (e-mail: firstname.lastname@example.org).
Cite: Niño Fredrico L. Narvacan, Evangeline Atienza-Bulaquiña, and Lucille D. Evangelista, "Effects of Visualization on Academic Performance of College Students," International Journal of Information and Education Technology vol. 4, no. 2, pp. 156-160, 2014.