A comparative analysis of video and book-mode comics in enhancing science classroom learning attainments

Abstract

This study was aimed at assessing and comparing the effectiveness of integrating book- and video-mode comics as instructional tools in a resource-constrained English Second Language (ESL) primary science classrooms. In the context of a true experimental design, the research conducted pre-tests and post-tests on a control group and two experimental groups in each participating school. This investigation spanned four schools in Namibia's Omusati region, involving a total of 178 Grade 4 learners. The quantitative analysis of the data employed Mixed Model ANOVA Type III. The investigation was examined within the theoretical framework of Social Learning Theory because the video and book comics at the core of this study were shaped by Bandura's symbolic model of observational learning. The findings of the study uncovered a statistically significant difference in Grade 4 Science learning outcomes between learners exposed to video-mode and book-mode comic instruction compared to those taught through traditional methods. Despite resource constraints, the implementation of both comic modes proved advantageous in enhancing science education. Intriguingly, there was no statistically significant difference between the two comic modes, even though the mean score for the video-mode comic group surpassed that of the book-mode comic group. This suggested that both book-mode and video-mode comics were equally effective in improving science learning outcomes among the grade 4 learners. These results emphasised the potential of leveraging comics as instructional tools in ESL science education, particularly in settings with limited resources. The implications of these findings extend beyond the local context, offering guidance for educators and policymakers seeking innovative and accessible approaches to science education. The participants in this study recommend that universities should integrate comic courses into their curriculum, partnering with international experts. The Ministry of Education should allocate resources for comic materials and technology. In-service training and regional workshops are needed to equip teachers, with senior education officers leading local training. Community awareness programs can also promote involvement in the comic industry.