Use of pop-up books with life stories for cognitive development
DOI:
https://doi.org/10.61347/psa.v4i2.178Keywords:
Basic education, cognitive development, meaningful learning, pop-up books, teaching resourcesAbstract
The study aimed to determine the influence of the use of pop-up books with life stories on the perception of cognitive development among 36 eighth-grade students in General Basic Education. The research was conducted using a quantitative approach, with an applied design and a pre-experimental methodology based on pretest and posttest measurements. Data collection was carried out through a five-point Likert-scale structured questionnaire consisting of ten items, validated through expert judgment and demonstrating adequate internal consistency. The results showed a significant increase in participants’ perceptions after the didactic intervention, with the weighted average score increasing from 2.93 out of 5 in the pretest to 4.54 in the posttest, while favorable responses increased from 23.3% to 99.4%. The paired-samples Student’s t-test confirmed statistically significant differences between both measurements (t(35) = 6.59; p < 0.01), with a large effect size (d = 2.09). It was concluded that the implementation of pop-up books with life stories, through the integration of three-dimensional elements and contextualized narratives, promoted a more positive perception among students regarding processes associated with attention, conceptual retention, and knowledge transfer. Future research is recommended to incorporate comparison groups and objective cognitive performance assessments to expand the evidence regarding the effectiveness of this didactic resource.
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