INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

The Effectiveness of Using Infographic Posters as a Learning

Medium for the Arabic Lexicography Course

Norhayati Che Hat., Mohd Fauzi Abdul Hamid*., Majdan Paharal Radzi., Nurazan Mohmad Rouyan^,

& Suzana Sulaiman

Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100087

Received: 17 November 2025; Accepted: 25 November 2025; Published: 29 November 2025

ABSTRACT

Teaching and learning Arabic Lexicography is a crucial component in mastering Arabic linguistics; however, its

abstract and complex nature often presents difficulties for students. This situation necessitates more creative and

innovative instructional approaches to enhance understanding and improve the effectiveness of the teaching and

learning process. Accordingly, the use of infographic posters as a learning medium is viewed as a promising

pedagogical innovation capable of creating a more engaging and interactive learning experience, as well as

increasing students’ interest in Arabic lexicography. This study was conducted to evaluate the effectiveness of

using infographic posters in an Arabic Lexicography course. A total of 83 students participated in a visual-based

teaching intervention, and their performance was analysed by comparing pre-test and post-test scores. Findings

from the Paired Sample t-test indicated a significant improvement, with the mean increasing from 20.77 to 26.72,

t (82) = –12.030, p < .001. Overall, the use of infographic posters can be considered an effective learning

medium, particularly in enhancing students’ understanding, interest, and motivation toward Arabic

Lexicography. Therefore, the use of infographic posters is recommended to be expanded to other Arabic

language courses and integrated as a supportive component in the development of a more interactive, dynamic,

and high-impact curriculum.

Keywords: Infographic Posters; Arabic Lexicography; Visual Learning; Effectiveness; Learning Media.

INTRODUCTION

The teaching of Arabic Lexicography is a crucial component in mastering Arabic linguistics because it trains

students to identify and search for Arabic vocabulary effectively using various types of dictionaries that employ

different methods of lexical arrangement-whether root-based, first-letter arrangement, alphabetical order, or

modern digital approaches (Che Hat et al., 2025; Al-Zubaidi, 2019; Al-Fassi, 2020). This skill is considered

critical because dictionaries serve as fundamental tools for understanding the meaning, semantic context, and

lexical function of words in both classical and modern texts.

However, the variations in entry organisation, the structure of lexical information, and methodological

differences between traditional and contemporary dictionaries often make lexicography learning challenging for

students, particularly those who are not yet familiar with navigating the complex formats of Arabic dictionaries

(Che Hat et al., 2025; Hassan, 2021; Al-Jubouri, 2019). The Arabic Lexicography course aims to strengthen

students’ understanding of the fundamental principles of lexicography, distinguish between dictionary

compilation techniques, and apply effective strategies for vocabulary retrieval for purposes such as reading,

translation, and linguistic analysis.

In the digital era and with the rapid development of linguistic technologies, the ability to use various

lexicographical sources-including digital dictionaries, lexical databases, and corpus-based meaning retrieval

applications has become increasingly important and relevant. These skills support lexical literacy, self-directed

learning, and the academic and professional needs of the 21st century (Al-Sulaiman, 2022; Ibrahim & Ahmed,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

2023). Therefore, learning Arabic lexicography is not only theoretically significant but also vital in the context

of modern education, which demands strong information navigation skills, digital literacy, and critical mastery

of meaning.

In the context of traditional teaching and learning (PdP), the instruction of Arabic lexicography is typically

delivered through text-based lectures, lengthy notes, and the memorisation of procedures for locating vocabulary

entries. Such linear approaches often fail to provide the necessary visual support needed to help students

understand the logic behind the various organisational systems used in Arabic dictionaries, including root-based

arrangements, first-letter sequencing, abjadi order, and modern digital formats. The absence of visual

representations that clarify the relationships between entries, subentries, semantic variations, and cross-

references causes students to struggle with navigating dictionaries efficiently, thereby increasing their cognitive

load (Abdullah, 2020; Mayer, 2017). This aligns with Sweller’s Cognitive Load Theory (1994), which posits

that complex information that is not effectively visualised is difficult to process and hinders meaningful learning.

Yusuf and Ahmad (2021) likewise report that learners of Arabic often experience cognitive strain when dealing

with dense dictionary structures that are not accompanied by visual elements that support information mapping.

In line with advancements in digital pedagogy and the demands of 21st-century learning, the use of visual media

and multimodal approaches is increasingly recognised as an effective method for enhancing student engagement

and understanding. Mayer’s (2017) Multimedia Learning Theory affirms that students learn more effectively

when information is presented through a combination of verbal and visual channels rather than text alone. Visual

aids such as dictionary navigation diagrams, flowcharts illustrating lookup processes, and illustrations of entry

structures can help students perceive the relationships between dictionary components more systematically. Al-

Saad (2021) further found that visual materials in Arabic language learning support the processing of complex

information and improve students’ ability to understand relationships between organisational structures and the

meanings conveyed. Accordingly, the integration of visual media such as infographic posters has become an

essential necessity to help reduce cognitive load and facilitate students’ mastery of dictionary-use skills across

diverse organisational systems in Arabic lexicography.

In learning environments that require more visual, interactive, and cognitively supportive approaches,

infographic posters emerge as a relevant and effective pedagogical medium to enhance the teaching and learning

of Arabic Lexicography in a more systematic and meaningful manner. Aligned with the principles of multimedia

learning, infographics integrate text, colour, icons, and images in an organised structure to present complex

information in a concise, compact, and easily interpretable form. These visual features not only improve

students’ focus and motivation but also help them navigate diverse lexical information more quickly and

meaningfully, consistent with the findings of Davis and Quinn (2019), which highlight the effectiveness of

visualisation in supporting linguistic understanding. Similarly, Saad, Baharudin, and Nik Yusoff (2025)

demonstrate that infographics can reduce cognitive load through systematic visual organisation of information,

subsequently enhancing student performance in Arabic language learning. Therefore, the integration of

multimedia principles and visual pedagogy provides a strong foundation for introducing infographics as an

instructional strategy capable of addressing the technical challenges inherent in lexicography learning. In line

with this need, the present study was conducted to empirically evaluate the effectiveness of infographic posters

in the Arabic Lexicography course, with the aim of offering a more interactive, meaningful, and effective

pedagogical alternative for strengthening students’ mastery of lexicographical concepts.

METHODOLOGY

Research Design

This study employs a quantitative research design to evaluate the effectiveness of using infographic posters as a

teaching medium in the Arabic Lexicography course. A quantitative design was selected because the study aims

to objectively measure changes in students’ performance before and after the intervention using pre-test and

post-test assessments as the primary data. Through this approach, the effectiveness of the infographics can be

identified based on score differences and the patterns of improvement observed in students’ achievement

following their exposure to visual-based instructional methods. Although observations and students’ feedback

are also considered as supporting information to strengthen the interpretation of findings, the overall analysis of

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

the study is rooted in quantitative evidence that systematically and empirically assesses the impact of the

intervention.

Sample of Study

The study sample consisted of 83 first-year students enrolled in the Arabic Lexicography course at the Faculty

of Languages and Communication, Universiti Sultan Zainal Abidin. The sample was selected using purposive

sampling, as only students who were directly involved in the lexicography course were eligible to participate in

the infographic-based instructional intervention. These respondents were chosen because they represent the

target group that faces challenges in navigating various types of Arabic dictionaries and are most likely to benefit

directly from the visual-enhanced learning approach introduced in this study.

Research Instrument

The primary instruments of this study were the pre-test and post-test, both of which were developed based on

the learning outcomes of the Arabic Lexicography course. The pre-test was administered to assess students’

initial proficiency in lexical search skills, their understanding of Arabic dictionary structures, and their ability to

navigate dictionary entries effectively. The post-test, on the other hand, was used to measure the extent of change

that occurred after the students were exposed to the infographic posters.

Data Collection and Analysis Process

Data collection was conducted in three phases: pre-intervention, intervention, and post-intervention.

In the pre-intervention phase, students completed a pre-test to assess their initial level of mastery in lexical search

skills, understanding of Arabic dictionary organization, and ability to navigate dictionary entries. Subsequently,

the intervention phase involved instructional sessions using infographic posters that illustrated dictionary

structures, navigation techniques, and strategies for locating meanings. Students were exposed to several visual-

based practice activities over a number of weeks. In the final phase, they completed a post-test to measure the

improvement in their mastery after undergoing the intervention. The data were analysed using an inferential

quantitative approach to determine the effectiveness of the intervention implemented. A Paired Sample t-test

was employed to identify whether there was a statistically significant difference between students’ performance

before and after the use of infographic posters. This method was chosen because it is appropriate for analysing

changes in scores within the same group of respondents, allowing for a more accurate comparison of the

intervention’s impact. Through this analysis, the effectiveness of infographic posters as a teaching medium can

be evaluated objectively based on the empirical evidence obtained.

RESEARCH FINDINGS

The following presents the results of the inferential statistical analysis using the t-test to compare the means of

two sets of scores. This study employs a paired sample t-test to assess the difference in students’ performance

between the pre-test and post-test scores following the implementation of infographic posters as a learning

intervention.

Table1: Paired Samples Statistics

Mean

20.77

26.72

Std. Deviation

4.377

Std. Error Mean

Pair 1

Quiz 1 (Pre-Test)

Quiz 2 (Post-Test)

.480

.230

2.097

Table 1 presents the descriptive statistics for the students’ pre-test and post-test results in the Arabic

Lexicography course. The findings indicate that the mean score for Quiz 1 (Pre-Test) was 20.77 with a standard

deviation of 4.377, whereas the mean score for Quiz 2 (Post-Test) increased to 26.72 with a lower standard

deviation of 2.097. This difference shows a clear improvement in scores following the introduction of the

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

infographic poster intervention. The reduction in standard deviation in the post-test further suggests that

students’ performance became more consistent after the intervention, in contrast to the pre-test results which

displayed greater score dispersion. Overall, these descriptive statistics provide an initial indication of the

effectiveness of using infographic posters in helping students better understand the content of Arabic

Lexicography before conducting inferential analysis.

Table 2: Paired Samples Test

Paired Differences

Mean Std.

Sig. (2-

tailed)

Std.

95% Confidence Interval

of the Difference

Deviation Error

Mean

Lower

Upper

Pair 1 Quiz 1 - -5.952 4.507

Quiz 2

.495

-6.936

-4.968

-12.030

<.001

The Paired Sample t-test analysis in Table 2 indicates a significant improvement in student performance

following the instructional intervention using infographic posters in the Arabic Lexicography course. The mean

pre-test score was 20.77, compared to a higher mean post-test score of 26.72, reflecting an increase of nearly 6

points. This improvement was accompanied by a reduction in standard deviation from 4.377 to 2.097, suggesting

that student performance not only improved but also became more stable and consistent after the intervention.

The t-test results yielded a value of t(82) = -12.030 with p < .001, confirming that the difference between pre-

test and post-test scores is highly significant and not due to chance. The 95% confidence interval for the mean

difference (-6.936 to –4.968) further demonstrates a strong and reliable improvement attributable to the

intervention.

Overall, these findings indicate that the use of infographic posters as a learning medium has produced a clear

positive impact on students’ understanding of Arabic lexicography. The structured visualisation offered by the

infographics helps reduce cognitive load, facilitates the processing of complex linguistic information, and

enhances comprehension of lexical structure and related concepts. Therefore, this approach can be regarded as

an effective pedagogical strategy for improving student achievement in the Arabic Lexicography course.

DISCUSSION

The findings of the study show a significant improvement in student performance after the instructional

intervention using infographic posters, indicating that this visual approach is effective in enhancing students’

understanding of Arabic lexicography concepts. The increase in mean scores from 20.77 to 26.72, together with

the t-value (82) = -12.030, p < .001, confirms that the change was not random but a direct outcome of the use of

infographics in the teaching and learning process. The reduction in standard deviation in the post-test also reflects

improved consistency of learning, thus reducing performance differences among students.

These findings align with the Cognitive Theory of Multimedia Learning by Mayer (2017), which asserts that

learning becomes more effective when information is delivered through a combination of verbal and visual

channels. Infographics, as a medium that integrates text and imagery, provide a structured mode of information

delivery capable of reducing learners’ cognitive load, especially when dealing with abstract and complex

linguistic content. This also supports Sweller’s (1994) Cognitive Load Theory, which explains that visual

elements help optimise cognitive capacity by organising information in a more systematic and easily processed

manner.

Additionally, the findings are consistent with Al-Saad (2021), who demonstrated that linguistic visualisation

such as morphological diagrams and sentence-structure charts facilitates learners’ understanding of form

meaning relationships in Arabic. Through infographics, patterns of wazan, root words, and derivations can be

visualised more clearly, enabling students to establish connections between linguistic structures and their actual

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

applications in Arabic dictionaries. Similarly, Davis and Quinn (2019) found that infographics enhance students’

motivation and focus by presenting information in a concise, structured, and engaging form.

In the Malaysian Arabic language education context, the findings also support those of Saad, Baharudin, and

Nik Yusoff (2025), who reported that digital visual tools improve student performance and engagement in

learning Arabic. Infographics not only help organise complex lexicographic information but also encourage

active learning through visual interpretation, idea structuring, and conceptual application.

Overall, the study provides compelling evidence that the use of infographic posters as a learning medium has a

significant positive impact on students’ comprehension and performance in Arabic Lexicography. This visual

approach is capable of addressing the limitations of traditional pedagogy, reducing cognitive load, and enhancing

learning effectiveness by presenting information in a more systematic, accessible, and student-centred manner.

Therefore, the use of infographics should be considered an essential component in the design of Arabic language

curricula, particularly for courses that are technical and conceptually abstract.

CONCLUSION

In conclusion, the use of infographic posters as a learning medium is found to be effective in enhancing students’

understanding of the abstract and complex concepts in Arabic lexicography. Structured visualisation helps

reduce cognitive load, facilitates the processing of linguistic information, and increases students’ interest and

engagement. This approach also aligns with the principles of multimedia learning, which emphasise the

integration of verbal and visual channels to support deeper comprehension. Therefore, infographics should be

considered a relevant and innovative pedagogical strategy in the teaching and learning of Arabic Lexicography,

as well as other Arabic linguistics courses.

ACKNOWLEDGMENT

This research was supported by Universiti Sultan Zainal Abidin (UniSZA) under Dana Penyelidikan Scholarship

of Teaching and Learning (SoTL) (UniSZA/2024/SoTL/09).

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