Science Animated Comic Strips (Sacs) and Academic Performance of Fourth Graders at Mabini Elementary School

Elenalyn L. Lacerna, Teacher III, Mabini Elementary School

ABSTRACT

This study developed, validated, and employed Science Animated Comic Strips as an alternative delivery mode strategy for the fourth graders in Mabini Elementary School to improve least mastered competency. The development of the Materials followed three phases, namely: Recognition, Planning, and Action. The Division Quality Assurance Team approved the validation through channels. This study followed the Randomized Pretest-Posttest Control Group Design, Using Matched Subjects. The participants of the study were the whole population of fourth-graders enrolled in the School Year 2020-2021. The two sections labeled as Control and Experimental Group matched and paired through their previous grade in Science. Based on the findings, it is concluded that the Science Animated Comic Strips as an lternative Learning Material significantly improves the understanding of the learners on the most essential learning competencies and has a high positive correlation to the Academic Performance of the Fourth Graders in Science 4. It is therefore recommended that teachers in the field must use Science Animated Comic Strips in teaching Fourth Grade Science. Also, the use of a wider scope, a higher number of participants, and inclusion of other branches of sciences or even other learning areas at different levels are highly encouraged.

Keywords: science comic strips, science material, SACS

Year: 2023

posted on September 9, 2023

How to Cite

Lacerna, E. (2021). Science Animated Comic Strips (Sacs) and Academic Performance of Fourth Graders at Mabini Elementary School. Saringit, 2(1), 130-132.

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