Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the tabular presentation, analysis, and interpretation of the numerical

results of the gathered data.

Profile of the Respondents

Table 1. Profile of the Respondents

Variable Frequency Percentage
Age
14 years olds 49 68.10
15 years olds 20 27.80
16 years olds 2 2.80
17 years olds 1 1.40
Sex
Male 42 58.3
Female 30 41.7
Section
Saint Francis 35 48.6
Saint Ignatius 37 51.4
Total 72 100.00

Table 1 presents the profile of the respondents in terms of age, sex, and section.

It can be gleaned from the table, in terms of age, that most of the respondents were from 14

years old with 49 or 68.10%. It is followed by 15 years old with 20 or 27.80%, and 16 and 17

years old which were the two lowest numbers of respondents with 2 or 2.80% and 1 or 1.40%,

respectively.

As to sex, among 72 respondents, there were more males with 42 or 58.3% compared to

females with 30 or 41.7%.

 In the section, there was an almost equal number of respondents. Saint Ignatius had 37 or

51.4% while Saint Francis had 35 or 48.6%.

Performance of the Students during the Pretest and Posttest

Table 2. Performance of the Students during the Pretest and Posttest

Minimum Maximum Mean Std. Deviation
Pretest 4 12 8.00 2.22
Posttest 9 20 16.33 3.90

Table 2 shows the performance of the students during the pretest and posttest.

As shown in the table, during the students’ pretest, the lowest score was 4 and the highest

score was 12 while in the posttest the lowest was 9 and the highest was 20. The posttest had a

higher average score (M = 16.33) compared to the pretest (M = 8.00). However, for the

consistency of scores, the pretest (SD = 2.22) was more consistent than the posttest (SD = 3.90).
 Evaluation of Students Towards the Comic Strips Teaching Methodology

Table 3. Evaluation of students towards the comic strips teaching methodology

Indicators Mean Qualitative
Description
1. Legibility
4.49 Excellent
a. I can understand the story, characters, and images easily.
2. Health Content
4.29 Excellent
a. The story of each content can be easy to understand.
3. Characters
a. The characters of the comic give a solid personality to explain the 4.23 Excellent
story.
4. Image and Text
a. I can see the image and the balloon in the comic are related to each 4.17 Very Good
other.
5. Learning Outcomes
4.34 Excellent
a. I think comics make learning easier to understand
6. Health Terms
4.40 Excellent
a. The health terms used in the comic are understandable to me.
7. Image to content
4.17 Very Good
a. Picture to explain health concepts more easily
8. Ambiguous words
a. There are no difficulties for me to comprehend this comic (there are 4.26 Excellent
no ambiguous words)
9. Expression of character to the story
4.31 Excellent
a. The expression and the text of the characters are related to the story.
Uniqueness
4.49 Excellent
a. This comic is interesting and unique to read.
Overall Mean 4.37 Excellent

Table 3 displays the evaluation of students towards the comic strips teaching methodology.

As illustrated in the table, the mean ratings from 4.23 to 4.49 revealed that students' easy

understanding of the story, characters, and images were evaluated as “Excellent”. Likewise, the

uniqueness and interest to read comics, the health terms used which are understandable, and how it

made learning easier to understand by the students were rated as “Excellent”. Correspondingly, the

expression and the text of the characters that are related to the story, the content that could be easy
to understand, no difficulties to comprehend, and the solid personality to explain the story in the

characters of the comic were gaged as “Excellent”. This implies that students’ evaluation of the

Comic Strips teaching methodology on legibility, uniqueness, health terms, learning outcomes,

expression of characters to the story, health content, ambiguous words, and characters were

“Excellent”.

On the other hand, the same mean rating of 4.17 showed that seeing the image and the

balloon in the comic that they are related to each other and picturing to explain health concepts

more easily were evaluated as “Very Good”. Thus, students’ evaluation of the Comic Strips

teaching methodology on image and text, and image to content were “Very Good”.

An overall mean of 4.37 with a descriptive rating of “Excellent” indicates that students

understood better the lessons when Comic Strips were implemented.

Enteria and Casumpang (2019) concluded in their study that Comic Strips are widely

recognized and encouraged for usage in classrooms. Daniels (2017) mentioned that images could

meet learners' needs for information processing and learning. Comics are naturally innovative and

interesting for students. The visual feature of comics will undoubtedly give routes for student

progress when compared to no illustrated text. Furthermore, as stated by Estacio (2015), using a

comic strip as an instructional tool improves student performance in class where students learn the

subject more readily because the graphic diagram communicated the topic. It can help students

acquire broad concepts including cognitive growth, motivation, and information processing.

(Ozdemir, 2016) and can develop literacy and improve student performance in some areas (Tilley

et al, 2017). The mix of visual and text format presentation allows comics to move away from the

traditional style of teaching lectures using standard textbook contents (Weber et al., 2013).
Level of Motivation of the Students who are in the Experimental Group in Learning First
Aid

Table 4. Level of Motivation of the Students who are in the experimental group in learning
first aid.
Statements Mean Qualitative
Description
Strongly
I enjoy learning First Aid using Comic Strips. 3.63
Agree
Strongly
I am interested to learn First Aid in School. 3.60
Agree
Strongly
I prefer to spend more time in Health class than in other classes. 3.00
Agree
Strongly
I can improve my First Aid skills through comic strips. 3.40
Agree
I feel more confident about performing First Aid if I learn First Aid Strongly
3.29
in a fun way. Agree
Strongly
My Health Class is not Boring. 3.60
Agree
I like to compete with my classmates in performing First Aid. 2.66 Agree
Strongly
It is fun to work together with my classmates when learning first aid. 3.60
Agree
Strongly
Knowing First Aid Basics is an important goal in my life. 3.60
Agree
Studying first aid basics will give me the confidence to act Strongly
3.63
appropriately when accidents occur. Agree
Overall Mean 3.40 Excellent

Table 4 illustrates the level of motivation of the students who are in the experimental group

in learning first aid.

It is shown in the table that the mean ratings from 3.00 to 3.63 with descriptive ratings of

“Strongly Agree” infers that students strongly agreed that they enjoy learning First Aid using

Coming Strips and studying its basics gives them the confidence to act appropriately when

accidents occur. Similarly, they strongly agreed that they are interested in learning First Aid in

school, and knowing its basics is an important goal in their life. Furthermore, Health class is not
boring instead it is fun working together with their classmates when learning first aid was strongly

agreed by them. Respectively, they strongly agreed that they can improve their First Aid skills

through comic strips, they feel more confident about performing First Aid when they learn it in a

fun way, and they prefer to spend more time in Health class than in other classes.

However, a mean rating of 2.66 with a descriptive rating of “Agree” indicates that they

only agreed that they like to compete with their classmates in performing first aid.

An overall mean of 3.40 with a descriptive rating of “Excellent” reveals that students who

are in the experimental group have an excellent level of motivation in learning first aid.

Difference in the Pretest Scores Between the Experimental and Control Group

Table 5. Test of Difference in the pretest scores between the experimental and control group

Group N Mean Std. Deviation p-value Decision

Experimental 35 7.86 2.290
0.599 Accept Ho
Control 37 8.14 2.175
*Significant at 0.05

Table 5 depicts the difference in the pretest scores between the experimental and control

group.

As displayed in the table, there was no significant difference in the pretest scores between

the groups at a 5% significance level (p = 0.599, p > 0.05). Hence, the null hypothesis is

accepted. This implies that the experimental group’s pretest scores did not differ from the control

group.
Difference in the Posttest Scores Between the Experimental and Control Group

Table 6. Test of Difference in the post-test scores between the experimental and control
group

Group N Mean Std. Deviation p-value Decision

Experimental 35 18.14 2.499
0.000* Reject Ho
Control 37 14.62 2.238
*Significant at 0.05

Table 6 indicates the difference in the post-test scores between the experimental and

control group.

It is viewed in the table that there was a significant difference in the post-test scores

between the experimental and control group with a significance level of less than 0.05 (p =

0.000) which led to the rejection of the null hypothesis. The experimental group (M = 18.14) had

a higher average score compared to the control group (M = 14.62). This suggests that

experimental groups had better scores than the control group. The intervention in the

experimental group significantly increased their post-test scores.

Difference Between the Pretest and Posttest Scores of the Experimental Group

Table 7. Test of Difference between the Pre-test and Post-test Scores of the Experimental
Group

Group Mean Std. Deviation p-value Decision Cohen’s d

Effect Size
Pre-test 7.86 2.290 4.29
0.012* Reject Ho
(large effect)
Post-test 18.14 2.499
*Significant at 0.05
Cohen’s D scale (0.2 – 0.4, small effect; 0.5 – 0.7, moderate effect; 0.8 – above, large effect)
Table 7 reveals the difference between the pretest and posttest scores of the experimental

group.

As indicated in the table, there was a significant difference between the pretest and posttest

scores of the experimental group at a 5% significance level, thus, the null hypothesis is rejected.

The average post-test scores (M = 18.14) were higher than the average post-test scores (M = 7.86).

This concludes that scores from the post-test increased after the Comic Strips were implemented.

The table further reveals that the Comic Strips Intervention had a large effect (d = 4.29) on

students’ motivation in learning first aid which significantly increased their scores.
References

Daniels, S. (2017). Visual Learning and Teaching: An Essential Guide for Educators K-8. Free

Spirit Publishing.

Enteria, O. and Casumpang, P. (2019). Effectiveness of developed comic strips as instructional

material in teaching specific science concepts.

Estacio, R. (2015). Development and Validation of a Learning Assessment Tool and Instructional

Material in Physics 1 (Mechanics): Eulogio “Amang” Rodriguez Institute of Science and

Technology. Philippines.

Ozdemir, E. (2010). The Effect of Instructional Comics on Sixth Grade Students’ Achievement in

Heat Transfer: Retrieved from https://www.researchgate. net/publication/319903513, Middle

East Technical University, Turkey.

Tilley, C. L., & Weiner, R. G. (2017). Teaching and Learning with Comics. In F. Bramlett, R. T.

Cook, & A. Meskin (Eds.), The Routledge Companion to Comics (pp. 358-366). New York &

London: Routledge.

Weber, K., Saldanha, T., De Sousa E Silva., Santos, P., Souza, D., Arroio, A. (2013). Introducing

Comics as an alternative Scientific Narrative in Chemistry Teaching: Cilt: 04, Sayı: 08, 2013,

1-14 , Turkey.