Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

Abstract

This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.

The Impact of Digital Comic-based Modules on Students’ Achievement in English Proficiency Test

“…In the current study, a significant increase in students' EPT scores as shown by the difference between pretest and posttest scores has indicated an improvement in students' understanding of the materials. The results are in agreement with Badeo & Koc (2021) and Annisa et al, (2020) who mentioned that the use of comic-based learning modules in the classroom enhanced students' understanding.…”

“…Comic illustrations in the modules attracted students to learn mathematics and generated students' motivation and literacy. Annisa et al, (2020) and Badeo & Koc (2021) share similar views about employing digital comic-based modules in teaching Physics. Annisa et al, (2020) mentioned that their "comic-based modules androweb" product was valid to use in teaching Physics materials in senior high schools.…”

“…They also argued that their modules could increase students' problem-solving skills in Physics. Badeo & Koc (2021) revealed that after the integration of digital comic-based modules, students understood science materials better and felt more motivated in learning Physics.…”

Manga versus webtoon: Alternative science learning module based on Dr Stone

“…Manga and webtoon comics must have unique covers that describe the contents of the comics. The comic cover portrays the main character in the comic, the supporting characters who play a role in the comic, the author's or artist's name, and the comic publisher (Badeo & Koc, 2021;Septaria et al, 2020). Covers of comic books can describe specific events or primary plot threads that occur in each chapter (Hwang et al, 2020).…”

Kemampuan Bertanya Versus Hasil Belajar Kognitif Mahasiswa: Analisis Korelasi Kemampuan Bertanya Pada Level Mahasiswa Ipa

“…Korelasi antara keterampilan bertanya dengan hasil belajar kognitif peserta didik yaitu korelasi positif dengan derajat hubungan sedang, sehingga keterampilan bertanya pada peserta didik mampu mempengaruhi hasil belajar kognitif, semakin baik keterampilan bertanya peserta didik maka semakin baik pula hasil belajar kognitif peserta didik. Guru sebaiknya memfasilitasi dan meluangkan waktu pada saat proses pembelajaran untuk kegiatan tanya jawab dengan semaksimal mungkin, sehingga informasi yang diperoleh oleh peserta didik meskipun belum lengkap nantinya mampu dilengkapi melalui proses tanya jawab yang dilakukan (Badeo & Koc, 2021;Biggers, 2018;Song et al, 2017).…”