Use of Comic-based Learning Module in Mechanics in Enhancing Students’ Conceptual Understanding and Motivation

Abstract

This study investigated the effect of using comic-based learning module in Mechanics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pretest-posttest design was used in this study. An adapted 50-multiple choice test items and the physics version of Science Motivation Questionnaire-II (SMQ-II) were used to measure changes of students’ conceptual understanding and motivation respectively. Two intact class of 68 Grade 8 students in a public school in Cavite 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 four weeks, results showed that it provided significant increase on students’ conceptual understanding in Mechanics (t(67) = 8.20, p < 0.05). Meanwhile, the four components of students’ motivation such as intrinsic motivation (t(67) = 6.86, p < 0.05), self-efficacy  (t(67) = 7.23, p < 0.05), self-determination (t(67) = 3.98, p < 0.05) and grade motivation (t(67) = 7.18, p < 0.05) showed significant increase. Lastly, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them.