Dual coded learning of school science results in equitable cognitive and non-cognitive gains

The dual-coded or visual-disruptive textual material has been found suitable for students of high school level in rural areas wherein the language pitching of textbooks is much higher than the language acquisition of students.

Besides this, most of the social learning happens through visualization in absence of textual literacy which is also a strong aspect with women, children whose school language is different than home language and children with learning disabilities. because they have lived experiences and its incorporation in classroom instruction can make learning gender and social Inclusive. Thus, visual symbols promote femininity marked by nurturance principle

It has been generally observed that teachers straight away resort to the presentation of abstract symbols which leads to rote learning without formation of any mental images related to abstract symbols.

There exist evidences that the sequence of learning process goes from concrete experience to semi- concrete or visual representation to analysis to codification in abstract symbols to semi- abstract or graphics or visual disruptions for memorisation and long term retention