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

J. M. Badeo, Bee Ching U. Ong Kian Koc
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引用次数: 5

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.
在物理课中运用漫画学习模块提高学生的学习成绩和学习动机
本研究探讨了以漫画为基础的物理学习模块作为学习工具对学生概念理解和动机的影响。本研究采用准实验前测后测设计的混合方法。采用改编后的50道选择题和物理版《科学动机问卷- ii》(SMQ-II)分别测量学生概念理解和动机的变化。菲律宾Cavite一所公立学校的两个完整班级共68名八年级学生参加了本研究,并获得了相应的家长同意。定量数据采用配对样本t检验,定性数据采用学生访谈。在整合漫画学习模块4周后,结果显示,学生对物理的概念理解有了显著的提高。与此同时,学生的内在动机、自我效能感、自我决定和成绩动机四个动机成分显著增加。最后,通过小组讨论,学生们对该模块的使用体验表明,该模块帮助他们更好地理解了正在讨论的物理主题,并且更有动力学习物理。未来的研究将不得不考虑漫画为基础的学习模块在其他学科领域和年级的适当性和适用性。
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