The effects of using webcomics as an instructional approach on the development of ESL students reading comprehension ability
The research aimed to study the effects of webcomics on students readingcomprehension ability. Ten hypotheses were generated from three main researchquestions. The webcomics were developed by employing the principles of multimedialearning on designing of multimedia presentations and the Cognitive Th...
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| Format: | thesis |
| Language: | eng |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=5207 |
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| Summary: | The research aimed to study the effects of webcomics on students readingcomprehension ability. Ten hypotheses were generated from three main researchquestions. The webcomics were developed by employing the principles of multimedialearning on designing of multimedia presentations and the Cognitive Theory ofMultimedia Learning. This study employed a quasi-experimental design with multiplemethod enquiries, a survey and a focus group interview. A pre-test was administeredprior to the six week intervention and a post-test after that. A set of questionnaires wasdistributed to the experimental group and a focus group interview was held after thequasi-experiment to obtain data on the effect of webcomics on the studentscomprehension of the text. The dependent variables of comprehension studied wereliteral comprehension, reorganisation, inference and prediction. The respondents were34 students in the experimental group and 33 students in the control group. They wereForm Two students, who were fourteen years old and from a secondary school inSelangor. The data obtained were analysed using descriptive and inferential statistics(t-test) for the quantitative data and theme analysis for qualitative data to explain theeffect between the studied variables. The analysis showed that the experimental andthe control group were equivalent since there was no significant difference in thescores of the comprehension questions between the control and the experimentalgroup in the pre-test. However, significant difference (t (65) =12, p<.05) was found inthe mean scores of the comprehension questions between the post-test of theexperimental (M=86.19, SD=5.11) and control group (M=66.14, SD=6.02) after theintervention. The results indicated that the respondents scored better after being taughtusing the webcomics. The students ability of literal comprehension, reorganisation,inference and prediction in reading comprehension were enhanced. The studyimplicated that the use of webcomics with graphics, colours and text representationhave assisted the reading comprehension particularly with lower secondary students oflow or average proficiency. |
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