Date of Publication

1992

Document Type

Dissertation

Degree Name

Doctor of Education Major in Religious Education and Values Education

Subject Categories

Education | Religion

College

College of Liberal Arts

Department/Unit

Theology and Religious Education

Thesis Adviser

Salud P. Evangelista

Defense Panel Chair

Andrew B. Gonzalez, FSC

Defense Panel Member

Flordeliza C. Reyes
Jaime A. Belita, CM
Fernando Elesterio
Ismael P. Maningas, Jr.

Abstract/Summary

This study measures, if any, the difference in effectiveness of a lecture compared to a visual presentation of a lesson. Further, the study seeks to determine the effectiveness of (a) the lecture method when enhanced with the use of komiks and (b) of komiks enhanced by lecture. Basically, the study made use of two research designs: material development and experimentation. Materials development involved producing the komiks and developing a test based on the story about the life of St. Benilde. In the production of komiks the following steps were undertaken: a) Search for content design, b) choose the appropriate illustration based on historical documents, c) search for content domain. For the test on the life of St. Benilde, the following were done: a) Search of content domain, b) establish content validation and reliability. The pretest-posttest control group design would determine the effect of specified intervention on cognitive comprehension. Three interventions involved in the study were: a) lecture, b) lecture-komiks, and c) komiks-lecture. These interventions were administered during one class session to three groups of left-hemisphere students and right-hemisphere students. To avoid the Hawthorne effect, the students were not told of the test as part of the experimental study. The design is shown below: Experimental Design:Group 1 01 X1 O4 O7Group 2 O2 X2 05 08Group 3 03 X3 06 09Legend:01 to 03 = pretest 04 to 06 = posttest 07 to 09 = delayed posttestX1 = lecture X2 = lecture-komiks X3 = komiks-lecture.

As respondents, three classes of 40-45 students each were chosen from the same year level. The pure lecture group, lecture-komiks group and komiks-lecture group were assigned to the three classes at random. Based on the immediate results of educational interventions, the study has the following conclusions: 1) Komiks are valuable aids to learning. 2) A combination of visual presentation of the lesson and lecture contributes to learning. Based on the long-term effectiveness of the three interventions, the study has these conclusions: 1) The advantage of visual presentation combined with lecture over lecture with the passage of time. 2) Advantage of audio students in treatment 3 (komiks-lecture) over visual students was significant upon the passage of time (given sufficient number of subjects). 3) A decrease in sample size owing to the loss of subjects during the administration of the delayed posttest could lead to the failure to detect the presence of significant differences:3.1 between the left-brained and the right-brained groups who were subjected to the komiks-lecture treatment, and3.2 between the left-brained lecture group and the left-brained komiks-lecture group.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG02324

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

77 numb. leaves

Keywords

Teaching--Methods; Teaching--Aids and devices; Comic books, strips, etc in education; Visual learning; Lecture method in teaching; Bénilde, Saint, 1805-1862

Upload Full Text

wf_yes

Download

Share

COinS