Development and Implementation of a Contextualized Comic Book to Improve Students’ Conceptions of Cell Division

Chiejheaca Jehanna G. Yu; Ernil D. Sumayao

doi:10.21315/apjee2022.37.2.15

PDF

Published: Dec 30, 2022

DOI: https://doi.org/10.21315/apjee2022.37.2.15

Keywords:

Cell division, contextualized comic book, learning materials, instructional materials, science education

Chiejheaca Jehanna G. Yu

Tucdao National High School, Kawayan, Biliran, Phillipines

Ernil D. Sumayao

Biliran Province State University, HC72+9G7, P.I, P. Inocentes St, Naval, 6543 Biliran, Philippines

Abstract

Cell division was identified as one of the least learned competencies in teaching biological science to junior high school students. Comics’ combination of pictures and words makes the process more engaging to students by changing their perspective on learning. Reading literacy and motivation are improved by contextualized comic books. The use of comic books as instructional material significantly influences academic attainment, particularly for low achieving youngsters. As a result, instructors’ teaching strategies and approaches reflect the growth and inclusion of comics in teaching-learning. The study aimed to develop and assess a contextualized comic book teach ing cell division concepts to improve students’ conceptions. The research used a modified exam from the General Biology book based on Curriculum Guide Competency and Most Important Learning Competency (MELC). The accomplishment exam consisted of 20 items covering the following topics: Cell Division/ Cell Cycle. The contextualized comic book was rated accept-able and with moderate agreement by the evaluators. The findings showed that the developed contextualized comic book positively influenced the knowledge level of the student’s cell division concepts. Moreover, there was a significant difference between the student’s pre-test and post-test mean scores. Additionally, they positively perceived that the developed contextualized comic book had increased their interest and creativity and enhanced their knowledge and understanding of Cell Division. Because of their significance to the teaching process, instructional comics are suggested for inclusion in many courses, notably in science.

Issue

Vol. 37 No. 2 (2022)

Section

Articles

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Akcanca, N. (2020). An alternative teaching tool in science education: Educational comics. International Online Journal of Education and Teaching (IOJET), 7(4), 1550–1570.

Arroio, A. (2011). Comics as narrative in natural science education. Western Anatolia Journal of Educational Sciences, Special Issue: Selected papers presented at WCNTSE, 93–98.

Akkaya, A. (2013). A different activity in grammar learning in Turkish course: Educational comic strips. International Journal of Academic Research Part B, 5(5), 118–123. https://doi.org/10.7813/2075-4124.2013/5-5/B.18

Astuti, T., Kismini, E., & Prasetyo, K. (2014). The socialization model of national character education for students in elementary school through comic. Jurnal Komunitas, 6(2), 260–270. https://doi.org/10.15294/komunitas.v6i2.3305

Atilboz, N. (2004). 9th grade students’ understanding levels and misconceptions about mitosis and meiosis. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 24, 147–157.

Barantes, A. K. & Tamoria, J. R. (2021). LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils. Jurnal Pendidikan Biologi Indonesia, 7(1), 11–24. https://doi.org/10.22219/jpbi.v7i1.15510

Basco, R. O. (2020). Effectiveness of science infographics in improving academic performance among sixth grade pupils of one laboratory school in the Philippines. Research in Pedagogy, 10(2), 313–323. https://doi.org/10.5937/IstrPed2002313B

Beard, C., & Rhodes, T. (2002). Experiential learning: Using comic strips as reflective tools in adult learning. Journal of Outdoor and Environmental Education, 6, 58. https://doi.org/10.1007/BF03400756

Brown, C. (1990). Some misconceptions in meiosis shown by students responding to an advanced level practical examination in biology. Journal of Biological Foundation, 24(3), 182–186. https://doi.org/10.1080/00219266.1990.9655138

Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essay, 5(2), 235–247.

Enteria, O. C., & Pet, H. (2019). The effectiveness of developed comic strips as instuctional materials in teaching specific science concepts. International Journal for Innovation Education and Research, 7(10), 876–882. https://doi.org/10.31686/ijier.vol7.iss10.1835

Etobo, B., & Banjoko, S. (2017). Misconceptions of genetics concepts among pre-service teachers. Global Journal of Educational Research, 16(2), 121–128. https://doi.org/10.4314/gjedr.v16i2.6

Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378–382. https://doi.org/10.1037/h0031619

Fleiss, J. L., Levin, B., & Paik, M. C. (2003). Statistical methods for rates and proportions (3rd Ed.). Wiley. https://doi.org/10.1002/0471445428

Gabucan, J. R., & Sanchez, J. M. (2021). Strategic intervention material (SIM)-based instruction in teaching global warming in 9th grade science. Jurnal Ilmiah Pendidikan MIPA, 11(1), 15–24. https://doi.org/10.30998/formatif.v11i1.6448

Grigg, W., Lauko, M., & Brockway, D. (2006). The nation’s report card: Science 2005 (NCES 2006-466). Washington, DC: U.S. Government Printing Office.

Hosler, J., & Boomer, K. (2011). Are comic books an effective way to engage nonmajors in learning and appreciating science? CBE Life Science Education, 10(3), 309– 317. https://doi.org/10.1187/cbe.10-07-0090

Hutchinson, K. (1949). An experiment in the use of comics as instructional material. The Journal of Educational Sociology, 23(4), 236–245.

Imam, O. A., Mastura, M. A., Jamil, H., & Ismail, Z. (2014). Reading comprehension skills and performance in science among high school students in the Philippines. Asia Pacific Journal of Educators and Education, 29(1), 81–94.

Imam, O. A. (2016). Effects of reading skills on students’ performance in science and

mathematics in public and private secondary schools. Journal of Education and Learning, 10(2), 177–186. https://doi.org/10.11591/edulearn.v10i2.3430

Joshi, A., Hillwig-Garcia, J., Joshi, M., Lehman, E., Khan, A., Llorente, A., & Haidet, P. (2019). Comics as an educational tool on a clinical clerkship. Academic Psychiatry, 43(3), 290–293. https://doi.org/10.1007/s40596-018-1016-1

Kerneza, M., & Kosir, K. (2016). Comics as a literary-didactic method reduces gender differences in reading literacy at the primary level of education. Center for Educational Policy Journal, 6(2), 125–159.

Kibuka-Sebitosi, E. (2007). Understanding genetic and inheritance in rural schools. Journal of Biology Education, 41(2), 56–61. https://doi.org/10.1080/00219266.2007.9656 063

Kindfield, A., & Smith, M. (1999). Teaching cell division: Students’ difficulties and teaching recommendations. Journal of College Science Teaching, 21, 28–33.

King, D., Bellocchi, A., & Ritchie, S. (2006). Engaging the environment: A case for a placebased curriculum. Curriculum and Teaching Dialogue, 8(1/2), 125–142.

Lazarinis, F., Mazaraki, A., Verykios, V., & Panagiotakopoulos, C. (2015). E-comics in teaching: Evaluating and using comic strip creator tools for educational purposes. In 2015 10th International Conference on Computer Science & Education (pp. 305–309). IEEE. https://doi.org/10.1109/ICCSE.2015.7250261

Lewis, J., Leach, J., & Wood-Robinson, C. (2000). What’s in a cell? - young people’s understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3), 129–132. https://doi.org/10.1080/00219266.2000.9655702

Mamolo, L. (2019). Development of digital interactive math comics (DIMAC) for senior high school students in general mathematics. Information & Communications Technology in Education, 6(1), 1–13. https://doi.org/10.1080/2331186X.2019.1689639

Magulod, G. J. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184–198. https://doi.org/10.3926/jotse.504

Mallia, G. (2007). Learning from the sequence: The use of comics in instruction. Imagetext: Interdisciplinary Comics Studies, 3(3), 1–7

Mayer, R. E. (2009). Multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678

Mazzeo, C. (2008). Supporting student success at California community colleges. A White Paper. Prepared for the Bay Area Workforce Funding Collaborative Career by the Career Ladders Project for California Community Colleges.

Oztap, H., Ozay, E., & Oztap, F. (2003). Teaching cell division to secondary school students. Journal of Biological Education, 38(1), 13–15. https://doi.org/10.1080/00219266.2003.9655890

Pearson, P. D. (2010). Literacy and s cience: Each in the service of the other. Science, 328, 459–463. https://doi.org/10.1126/science.1182595

Picardal, M., & Sanchez, J. (2022). Effectiveness of contextualization in science instruction to enhance science literacy in the Philippines: A meta-analysis. International Journal of Learning, Teaching and Educational Research, 21(1), 140–156. https://doi.org/10.26803/ijlter.21.1.9

Ramos, P. (2006). E possivel ensinar oralidade usando historias em quadrinhos? Revista Intercambio, 15, 1–11.

Rota, G., & Izquierdo, J. (2003). “Comics” as a tool for teaching biotechnology in primary schools. Electronic Journal of Biotechnology, 6(2), 85–89. https://doi.org/10.2225/vol6-issue2-fulltext-10

Sasota, R. S., Cristobal, R. R., Sario, I. S., Biyo, J. T., & Magadia, J. C. (2021). Will-skill-tool (WST) model of technology integration in teaching science and mathematics in the Philippines. Journal of Computers in Education, 8, 443–464. https://doi.org/10.1007/s40692-021-00185-w

Song, Y., Heo, M., Krumenaker, L., & Tippins, D. (2008). Cartoons: An alternative learning assessment. Science Scope, 31(5), 16–21.

Sones, W. (1944). The comics and instructional method. Journal of Educational Sociology, 18(4), 232–240. https://doi.org/10.2307/2262696

Stewart, J., & Dale, M. (1989). High school students’ understanding of chromosome/ gene behavior during meiosis. Science Education, 73(4), 501–522. https://doi.org/10.1002/sce.3730730410

Thistlethwaite, D. L., & Campbell, D. T. (1960). Regression-discontinuity analysis: An alternative to the ex post facto experiment. Journal of Educational Psychology, 51(6), 309–317. https://doi.org/10.1037/h0044319

Toh, T. L., Cheng, L. P., Jiang, H., & Lim, K. M. (2016). Use of comics and storytelling in teaching mathematics. In P. C. Toh & B. Kaur (Eds.), Developing 21st century competencies in the Mathematics classroom (pp. 241–259). Singapore: World Scientific. https://doi.org/10.1142/9789813143623_0013

Topkaya, Y. (2016). A comparison between the impact of concept cartoons and the impact of instructional comics in teaching the value of sensation on the natural environment. Mustafa Kemal University Journal of Social Sciences, 259–272.

Williams, R. (2009). Visual learning theory. Retrieved from http://www.aweoregon.org/research_theory.html

Yamauchi, L. (2003). Making school relevant for at-risk students: The Wai’anae High School Hawaiian studies program. Journal of Education for Students Placed At-risk, 8(4), 379–390. https://doi.org/10.1207/S15327671ESPR0804_1

Yonanda, D. A., Yuliati, Y., & Saputra, D. (2019). Development of problem-based comic book as learning media for improving primary school students’ critical thinking ability. Mimbar Sekolah Dasar, 6(3), 341–348. https://doi.org/10.17509/mimbarsd.v6i3.22892

Özdemir, E. (2010). The effect of instructional comics on sixth grade students' achievement in heat transfer. Unpublished doctoral dissertation, Artvin Coruh Universitesi.