Development and Evaluation of Digital Comic Strips as Instructional Material

for Teaching Readings in Philippine History

 TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Table of Contents iii
CHAPTER 1: Introduction 1
Background of the Study
Statement of the Problem
Scope and Limitations
CHAPTER II: Review of Related Literature and Studies
CHAPTER III: Theoretical and Conceptual Framework
CHAPTER IV: Research Methodology
References

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 CHAPTER 1

INTRODUCTION

Education has historically been regarded as a critical aspect in a country's development.

This means that effective learning methodologies must be used in order to offer students with a

high-quality education that will, in the long run, contribute to the economic development of their

respective countries. According to the findings of Horsley, Knight, and Dan Huntly (2010), the

quality of students' learning experiences and outcomes are influenced by the quality of

instructional materials used in the classroom.

The widespread use of proper teaching materials and instructional materials in the

classroom has had a significant positive impact on students' cognitive, emotional, and

psychomotor development. Instructors and educators, on the other hand, find it useful in that it

assists them in overcoming their own challenges during the teaching process.

Since the 1940s, the use of digital comic strips as a pedagogical tool has been

documented as a beneficial tool in the learning and development of literacy skills in children

(Hutchinson, 1949, and Sones, 1944) Children's attention has been demonstrated to be boosted

when texts and visual representations are integrated in the setting of early education. This is due

to novelty and incongruity, more complex retrieval mechanisms, and the positive feelings

associated with learning (Jacobs, 2007; McVicker, 2007; Schmidt, 1994; as cited in Martin,

2007). After all, according to McVicker, there is a diverse spectrum of innovative ways to

include cartoons into the classroom (2007)

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 Throughout history, comics have acted as historical interpretations because of the

historical themes and concepts they include. A good example of this is the wide range of cultural

and historical topics present in comic books. For example, Jewish "ethnic motifs" have played a

significant role in the development of comics (Royal, 2011f).

In understanding the past, students can utilize comics as a tool for them to connect to it.

Art is regarded to be particularly effective in the transmission of historical knowledge since it

serves as a form of historical representation. As a kind of art, comics have undeniable influences

in the field of math. They can be effectively utilized as a tool for teaching historical empathy.

After all, comics have always contained themes of memory, justice, and heroism. Developing

history empathic learning skills allows students to build human connections with historical

individuals and analyze their actions and intentions. Using comics in history classes thus helps

students grasp historical events.

However, our basic system of education has stayed remarkably static. Now and then, we

all know that most of the students probably are less interested when it comes to studying history

and they can’t quite grasp why they need to retain historical information that they don’t feel like

they’ll end up remembering five years down the road. Let’s face it, most history classes are not

conducted in the most interesting way

Hence, there is still a need to investigate the possible correlation of the utilization of

digital comic strips of the students to the learning of the said individuals. If a positive interaction

between the sets of data will be evident, the development and evaluation of historical comic

strips for teaching Readings in Philippine History can be successfully implemented. Also, it aims

to reveal the experiences of the students regarding the use of these materials. Also, with

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materials that appeal to students, teachers can overcome many difficulties in the teaching

process.

Background of the Study

Comic strips were commonly used in political cartoons and propaganda before, and now it is

used as Instructional Material in teaching. However, the first-ever comic book was a simple

collection of works previously published on a comic strip, marketed to kids due to its slapstick

humor and short storylines. History is a subject that teaches us and helps us know about what all

incidents took place thousands of years ago which requires lots of reading. Many times, it is

found that students lack reading skills and therefore their scores are low. (Varia V. 2021). But

Horsley, Knight, dan Huntly, (2010) stated that a good quality of teaching material has a

substantial contribution to students’ quality in learning experience and outcome. Despite some

limitations, the use of comics as instructional tools can be successfully utilized to create

alternative and more appealing representations of the teaching materials from teachers with no

specialized knowledge of painting or comic designing. Lazarinis F., (2015).

Statement of the Problem

The general problem of the study is to develop and evaluate digital comic strips as an

instructional tool in teaching the course Readings in Philippine History among the

students of STI College Balagtas. Specifically, it seeks to find the answers to the

following questions:

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 1. How are digital comic strips developed?

In the pursuit of determining the possible correlation and effects of digital comic

strips to the learning of students enrolled in an educational institution, the

knowledge, and awareness of the history and process of development of the

alleged learning instrument will be helpful and significant. Ensuring the strong

background of such will give the researchers enough information to derive and

employ accurate statistical treatment to the data that will produce on the latter,

reliable results and interpretations.

2. What are the students’ perceptions of the digital comic strips in terms of:

2.1. Learning Intention

2.2. Learning Outcomes
2.3. Entertainment Aesthetics
2.4. Entertainment Enjoyment

The existence of digital comic strips remains completely nonsensical without the

presence of human interaction and intervention. Hence, it is only rational to

identify and seek the perspective of the students in digital comic strips through the

examination of the following: (a) Learning Intention; (b) Learning Outcomes; (c)

Entertainment Aesthetics; (d) Entertainment Enjoyment.

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Scope and Limitations

This study aims to (1) determine the process of the development of digital comic strips;

(2) find out the individual perceptions and views of the students with regard to digital comic

strips in terms of their learning intention, learning outcomes, entertainment aesthetics, and

entertainment enjoyment; (3) create an IEC material about the development and evaluation of

digital comic strips as an instructional tool in teaching the course Readings in Philippine History

among the students of STI College Balagtas.

The target clientele of the study are selected college students of S.T.I. Balagtas Campus that are

chosen with the deployment of random sampling techniques to avoid bias and data manipulation.

The respondents are solely focused and limited to the said individuals, excluding the teachers,

professors, administrative authorities, faculty, and staff. The primary reason for this is to ensure

the veracity and accuracy of the information that will be treated meticulously to acquire positive

results that can be deployed by future similar studies as relevant literature.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Comic strips, in general, do not usually receive a positive public opinion due to its

association and inclination to allegations of addiction. However, this may not be a universal truth

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since a percentage of the population derives learning from the said medium. Furthermore, some

are given an avenue for the enhancement of their imagination and creativity.

In this chapter, the researchers discuss the different concepts that are relevant in determining the

contribution and positive effects, if there are any, of the utilization of comic strips in the holistic

learning of the students. Relevant studies will also be explored with the hopes of strengthening

the foundation of the research and proving the high probability of the hypothesis being accurate.

Development of Comic Strips

A comic strip is just a collection of cartoons with a storyline spread across a page in a

sequence of graphic panels. The comic usually follows a character or group who conveys

thoughts and dialogues through “balloons” of written speech. Around the turn of the nineteenth

century, comic strips began to emerge in the United States. Many different sorts of comics have

appeared over the years, ranging from political to comic strips. Comic strips eventually evolved

into ever-popular comic books (Bui,2012). According to Bellis (2019), Since its debut more than

125 years ago, the comic strip has been an integral feature of the American newspaper.

Newspaper comics, also known as “funnies” or “funny pages,” soon gained popularity as a

source of amusement.

Moreover, comics existed before the newspaper strips that most people think of when

they think of the medium. Throughout the early 1700s, satirical images (sometimes with a

political bent) and caricatures of prominent persons became fashionable in Europe. Printers made

low-cost color prints mocking politicians and current events, and exhibits of these prints were

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popular in the United Kingdom and France. These comics styles were pioneered by British artists

William Hogarth (1697–1764) and George Townshend (1724–1807).

In addition, Kowalski (2020) added that cartoons, the forerunners of comic books, have

been famous in England and America since the early 1800s when they were first published as

satirical and political cartoons in newspapers and magazines. Through a series of cartoons

severely critical of "Boss" Tweed's corrupt political machine in 1870s New York, Thomas Nast,

the most influential cartoonist of the day, played a significant role in bringing down Tweed's

corrupt political machine. Cartoons evolved into comic books by natural selection, first as

compilations of cartoon reprints, then as volumes with original cartoon artwork, before reaching

critical mass in 1938 with the introduction of superheroes.

Storytelling strips first appeared in newspapers in the 1920s, and even when the stories

they told were severe in the 1930s, they were dubbed “comics” since they resembled the art form

of comics and appeared in newspapers with others of their ilk. Finally, in the 1930s, when comic

strips were published in magazines, the now-generic term was used in those publications as well;

in the new format, comic books swiftly arose from comic strips (although the latter persisted as

an alternative name for the former). As a result, a strange term for the medium of cartoon art was

born. And that’s how an incongruous name for the press of cartoon art came about

(Harvey,2016).

Furthermore, Wilson (2019) stated that from the 1930s through the mid-1990s, comic

books were nearly solely produced in this manner, with a few digital blips here and there.

Creating comic books moved from an analog to a digital one as electronic equipment grew more

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accessible and powerful. In today’s world, there’s a strong likelihood that no substantial part of

your favorite book exists until the last pages roll off a printing press.

Students’ Perceptions of the Digital Comic Strips in Learning Intention

Learning media can be used to motivate, help, and lead students in their quest for self-

discovery and self-actualization through independent learning. Learning media can meet the

demands of a diverse group of students, and comics are considered one. By allowing readers to

construct their interpretation, comics can enhance and expand communication. Thus, students'

motivation and interest in studying can be increased by using digital comics, which are media

given in the form of visuals (Rohaizati et al., 2020)

In the study of Fischbach (2014), it is indicated that computer games and comic books

both had a similar beginning. They were created simply for enjoyment until academics

recognized their educational worth. Until now, the usage of comic books as a teaching tool

would have elicited adverse reactions since students may have a wrong perception about it.

However, Jennings et al. (2014) claim that these visual assets are specifically developed to

broaden students' knowledge and encourage involvement outside of the classroom. Thus,

students' comprehension is expanded by the vibrant graphics or interplay between panels in

comics, avoiding them from relying simply on text-based reading skills.

Moreover, Azman et al. (2015) state that an educational comic is a subset of comics that

can be divided into two types: technical comics that teach learners procedures, processes, and

activities in a sequential format, and attitudinal comics that serve as a visual narrative to

condition learners' attitudes toward a task.

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 Above all, Ilhan et al. (2021) added that educational comics are one type of digitally

created educational content used in the online classroom. It can be used for various subjects and

gains in the field of education, and it can stimulate students' attention, enhance motivation, and

make learning enjoyable. Therefore, students' level of intention to learn is increased.

Students’ Perceptions of the Digital Comic Strips in Learning Outcome

According to Rohaizati et al. (2019), comics can enhance and expand communication by

allowing readers to build their understanding. The possible learning outcome is that comics could

assist learning and make it more enjoyable. Thus, it could increase students' motivation and

interest to learn. Buyuk et al. (2018) also added that the value of making students' educational

processes fun is emphasized in both remote education and formal education, and digital comics

are one of the ways that make students enjoy learning on both platforms.

On the other hand, the study of Safitri et al., (2021) examines why students use electronic

comics as their learning materials. The study shows the four points, including the perceived ease

of use, the perceived usefulness, attitude to using electronic comics, and intention to use.

However, among those four points, the study shows that student use of perceived usefulness has

the highest percentage, which implies that the students use it as their educational learning

materials due to its benefits, which have an enormous impact on their behavioral intentions.

Students will utilize e-comic if it provides significant benefits for learning mathematics while

students are enrolled in school. Thus, the study of Azam (2018) reveals that the final feature of

reading comics that was considered was its relationship to cultural knowledge. With regards to

comic books, they have seen them as a source of cultural knowledge. Participants in the

advanced ECA class, in particular, saw comics as the most valuable to their cultural awareness.

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Also, shows that the majority of students regarding generating digital comics shows fun and

inspiring endeavors, but one that was time-consuming and demanding. When students developed

a comic, they felt a sense of success and pride.

Comics serve as a powerful authentic source that encourages kids to read more and aids

in the development of their vocabulary, grammar, and reading skills, particularly comprehension

and inference. In addition, comic books were a good source for learning new words and

improving their reading skills because they had pictures, had a light reading load and an exciting

plot, were authentic, and mixed standard (Azam, 2018). In addition to that, comics have been

utilized to increase student enthusiasm, increase vocabulary acquisition, promote writing

activities, reinforce knowledge, and improve academic performance. During an inclusive

learning process, students will develop different literacies and collaborative abilities, as well as

lessen exam anxiety and increase multimodal skills. Multimodal abilities for reading or

generating comics assist readers to make sense of the visual, aural, and narrative components of

a comic, thus increasing critical visual literacy, according to research in storytelling, cognitive

psychology, and neuroscience (Themelis & Sime, 2020).

Moreover, digital comics can be utilized in the classroom to enhance creativity and offer greater

learning possibilities. As a result, many teachers these days use comic books to communicate

with their students. It is an excellent tool for improving students' skills and motivating them to

study more because of the pictures incorporated in them (Wallace, 2020).

Students’ Perceptions of the Digital Comic Strips in Entertainment Aesthetics

According to HemGold (2008), every individual has varying learning capabilities and

styles. However, it has been proven that the vast majority are categorized under visual, auditory,

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and kinesthetic learning skills. With that in mind, comic strips are beneficial in the advent of

their education and academic pursuits. It has also developed people to innovate under harsh

conditions through imagination derived from reading comic strips. Thus, it becomes essential for

readers to enhance their reading, understanding, visual concepts, understanding the context clues,

speaking, interacting with the complex of ideas in 3-4 panels, be proactive, thinking analysis,

evaluation, prediction, inference, and aware. It can help students to retain information about their

learning through visualization (Educomics, 2019). In fact, the result shows that 90 percent of the

students like comics as their learning materials. Most of them are more interested in comic strips

than textbooks. Comics motivate students to enhance their reading comprehension, and by that, it

will help them increase their language ability (Setiyawan, 2017).

Comic strips can be used as a tool for informed consent; for ages 7 to 12, it becomes essential

for their verbal and visual information. At that age, children begin to think more logically, but it

can lead to inflexible thinking. Despite the seen struggles in terms of abstract and illustrations,

children become helps to be more knowledgeable on a particular concept (Masseti et al., 2018).

In addition, kinesthetic learners learn best by incorporating movement. Using comic

books, students can figure out their characters by creating facial expressions and putting

themselves into that positions. Students who are reluctant to draw can utilize the photos to

develop their characters and put themselves into that position (Haines, 2012).

Furthermore, the study of Muthukumaravel & Mathew (2016) fascinated the history of

comic books. Comic books were once regarded to be solely for children's pleasure. Even now,

some people believe that there is nothing to learn from a newspaper's comic section. This

perception has shifted over time. Many people have realized that comic books may instruct us as

much as entertain us. Comics and comic characters are becoming increasingly important and

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socially relevant. Specifically, in moral and ethical principles, family, politics, gender issues,

psychology, science, mythology, valor, sports, and many other topics are discussed in comic

strips that help student knowledge. Also, the process of juvenile and adult education and learning

students in education shows that comic books can help readers develop critical thinking skills for

various social and political issues through textual reading and visual production and other events

that occur in society (Araujo & Miguel, 2018).

Students’ Perceptions of the Digital Comic Strips in Entertainment Enjoyment

In explaining medical research concepts, children found the strips both informative and

fun, which developed 83 percent understanding in girls and 65 percent in boys (Wiegers et al.,

2015). According to Houston (1994), this only shows that the students remembered key

messages in comic strips are effective in learning.

The study of Akcanca (2020) shows that teachers face challenges specifically in

conceptualizing scientific courses to their students in many science classes. However, teachers

and parents discovered new ways of educational methods, which to ensure that the educational

experience of the students is interactive, enjoyable, and memorable. Educational comics are one

of the preferred economical materials for efficiently teaching. As a result, the study proves that

educational comics pique students' interest in their science education. Thus, it is believed that

imparting scientific knowledge to students in an engaging manner can help students improve

their science course, which frequently lessens difficulties and provide a more precise meaning

more engagingly.

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 Furthermore, as a medium for science teaching, such as comics are increasingly

becoming popular. Comics can make scientific subjects more accessible and more attractive for a

wider audience by combining the benefits of visualization with powerful metaphors and

character-driven storytelling. Thus, the most appealing aspect of science comics is their ability to

reach audiences currently underserved by traditional forms of science communication. However,

many authors have uncertainty about using comics as a medium of educational materials due to

its criticism (Farinella, 2018). Thus, the study of Muzumdar (2016) implies the use of comics in

pharmacy classes, in which they experience a lot of difficulties. Despite its benefits to science

classes, the effectiveness of using it as a teaching tool is limited whenever readers are less likely

to take this kind of medium of education seriously. With these, researchers suggested that future

studies should focus on distilling the essential components of visual narratives and examining

how each of them might aid science communication (Farinella, 2018).

On the other hand, the study of Azman (2016) implies that the student preference for

printed and digital comics are balanced. Comics are a simple and visually appealing reading

resource that improves pupils' critical thinking and storytelling abilities. Meanwhile, students not

only have a strong interest in learner-generated comics (LGC), but they also have particular

expectations for their personalized comics so that their creations might be valuable to other

students. Also, four criteria show specifically, the appeal to the students' particular tastes reflects

the local image and identity and has more academic information than tale elements.

Moreover, Mckinley (2003) found out that the effectiveness of the involvement of the comic

strip was at high along with a positive rate as it recorded growing engagement and enthusiasm

within the children in online learning modality, assessing application creatively. To maintain and

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prolong the study, educators use this as a strategy in using a presentation or an ice breaker for the

students. The grades of the students increased by five percent progression.

CHAPTER III

THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework

The study aims to assess the functionality of digital comic strips as potential instructional

materials for teaching readings in Philippine History subjects of the STI College Balagtas

students- concerning their perceptions in the form of the said individual’s learning intentions,

learning outcomes, entertainment aesthetics, and entertainment employment. Various factors

indicating and influencing learning induced by the said educational material will be explored.

Analysis of human knowledge presents based on the concept of inverted comics that

leads to the creation of an emotional image and a voice recognition system that leads to the

capture and translation of the voice in sound variation in the human intellect. Having said that, it

is one of the keys to sharpening the human intellect and spirit. Prevents aging of memory and

discoloration of mental stability. ( Yanzek ,2010)

The concepts of medical research, children found the comics both informative and

entertaining which developed 83% comprehension in girls and 65% in boys, which only proves

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that the fact that students remember key messages, comics are effective in learning. (Houston

1994)

The effectiveness of including cartoon homework was at a high and positive rate as it

experienced increasing engagement and enthusiasm among children when assessing the practical

application of a management function in a creative way. As a reflection of the study, online

nutrition educators can strategically use this mode of teaching for students for educational

presentations or as an icebreaker. Learning obviously increased as grades increased by 5% of the

students in the school. (Mckinley 2013)

Everyone has different learning styles and abilities, however, the vast majority have been

shown to be classified into visual, auditory and kinesthetic learning skills. With this in mind,

comics have proven to be useful in the advent of their educational and academic pursuits. It has

also developed people who were able to innovate under difficult conditions through the

imagination derived from reading comics. (HemGold, 2008)

With existing theories from the relevant and related studies above, the researchers' theory

supports the claims of existing research that digital comics have the potential to grow

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dramatically as an instructional material for teaching Readings in Philippine History.

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Conceptual Framework

This study highlights the development and evaluation of digital comic strips to function

as instructional materials in teaching the readings involved in Philippine History subject through

a survey of selected college students of S.T.I. Balagtas Campus, aged from 18-26, that are

chosen with the deployment of random sampling techniques. The exploration of various factors

that serve as indicators of digital comic strips being functional instructional materials in the

subject of Philippine History will be done, through the meticulous examination of the initial

development and history of digital comic strips and students’ perception in the form of the (1)

learning intentions; (2) learning outcomes, (3) entertainment aesthetics; (4) entertainment

employment.

Figure 1.

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 The research paradigm

depicts the researchers’

conceptual framework

which is why the eight (8)

variables used in the study have

been presented explicitly,

them being 1) primary

development of digital comic

strips and students’ perception as

independent variables; (2)

history of the development

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of digital comic strips; (3) learning intentions; (4) learning outcomes; (5) entertainment

aesthetics; and (6) entertainment employment as indicators of the independent variables namely

(7) development of digital comic strips as instructional material for teaching readings in

Philippine History; and (8) evaluation of digital comic strips as instructional material for

teaching readings in Philippine History.

In a more specific manner, the functionality indicators of digital comic strips as

instructional materials in the view of the students’ perceptions serve as the independent variables

and the development and evaluation of such potential learning medium serve as the dependent

variable, naturally impacting the dependent variable: may it be positively or negatively.

Assuming that the consistency of both the internal and external factors is observed during

the conduct of the study, the probability of deriving a correlation between the variables will be

most likely with the aid of related and recent literature. The variables present are related to each

other. The dependent variable which is the development and evaluation of digital comic strips as

functional instructional materials for teaching readings of the students in Philippine History are

affected by the independent variables.

Memory improvement and development as well as maximized cognitive function are

often related to the utilization of interactive learning materials. (Fatima, et al., 2016) The training

of imagination, critical thinking, and situational analysis of the students of the illustrations in

comic strips, according to Fuller, C., et al (2017), surely affects their mind growth, by means of

repetition, recognition, and exploration.

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FT-CRD-114-00| STI College Balagtas