CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In order to communicate information in learning settings, instructional media is necessary. The use of educational media is not limited to the classroom. It is often used in instructional television shows and routines. According to Ajayi – Dopemu (1991), teachers have been known to choose instructional media that appeals to the teacher's physical senses without regard to the requirements of the learner or the subject's demands. This may be a barrier to learning. Any lesson's subject matter must be comprehended by students; otherwise, the teacher's goals will not be met. Choosing suitable teaching strategies or approaches, such as the correct educational medium that piques attention and makes learning enjoyable, is one means of accomplishing the goals of a lesson. The researcher was drawn to using cartoon strips not just as an educational medium but also as a technique for teaching because of these two facts: they may add interest and pleasure to a session. Could a comic strip cover the gap in a lesson for students in Junior Secondary School by adding interest and fun? Although cartoon strips have been presented as an educational medium and a teaching technique, there are various types of instructional media and teaching methods. Instructional media, according to Ogar (1998). Cartoon strips, as an educational medium, combine the two meanings by serving as a resource that both the teacher and the student can use, one to influence the other and even for personal use.In terms of meaning, instructional media is not the same as instructional techniques. Instructional techniques are defined by CSN (2011) as "the process by which instruction happens." Instructional media is often utilized in conjunction with various teaching approaches and may help the teacher achieve his goals. However, when the medium appeals and is enjoyable, the pupil is more likely to show interest. Cartoon strips may therefore be used as both a medium and a technique, since they appeal to youngsters. Cartoons may be utilized in conjunction with other teaching techniques such as lecture, discussion, activity, and demonstration methods, just as other instructional materials such as audio-visuals, audio-resources, photographic materials, flipcharts, and so on are used. Thompson (1997) found that youngsters are attracted to cartoons and seem to trust what they read or see in cartoons, whether they are on television or in print as a strip. As a result, the research set out to see whether using a comic strip as a teaching tool might help secondary school students in Cross River State improve their academic performance in Fine Art theory. Cartoon strips, also known as comic strips, are visual elements that are drawn to life or abstracted from them, sometimes utilizing shapes and figures to convey tales in a sequence of layouts placed adjacently with written text given in oval circles, rectangular or square boxes.

1.2 STATEMENT OF THE PROBLEM

Comic strips are effective as a teaching tool because they engage students in a variety of learning methods while also engaging them in multiple senses at the same time.In the space of three to four panels, comic strips allow children to practice key abilities such as reading, comprehending visual concepts, recognizing context clues, speaking, and, eventually, expressing complicated ideas. It may also help pupils comprehend extremely complex topics in a concise and brief manner by provoking thinking regarding controversial subjects.

Young children may learn empathy by using comic strips, especially if the characters in the comic strips are people they can connect with. You're teaching kids vital skills that will help them become more well-rounded people in the future. Depending on the comic strip, it may also make kids chuckle, easing the tension and stress they may be experiencing after a long day at school.

Again, depending on the comic strip you select, it may also educate your older kids about current cultural problems. Students are encouraged to think about the issue and hopefully create logical arguments that will help them make sense of what they're feeling through editorial cartoons. They don't have to agree with the image that's being presented, but they are encouraged to think about it and hopefully create logical arguments that will help them make sense of what they're feeling.

Comic strips are extremely adaptable; they may be utilized for a number of topics, including history, literature, arithmetic, and science. Teachers may assist children to improve their higher-order thinking abilities, such as analysis, assessment, prediction, inference, and many more, by using the appropriate comic strips.

This multimodal book also aids students in gathering knowledge from a variety of sources, which is an important ability in today's post-digital society. This will aid students in preparing for a digital world filled with false information and unresearched materials. These kids will learn not to accept things at face value and instead dig deeper into a subject by being taught to read comic strips. It trains children to pay attention to details and, therefore, to be aware of the many ways in which meaning is created and conveyed.

Students learning a foreign language may also benefit from comic strips as a learning aid. This is because the visual component adds appeal and makes it simpler to absorb, allowing pupils to remember more knowledge of the language they're learning.

By presenting old materials in new ways, you can help students become more involved and motivated in their learning.

1.3 OBJECTIVE OF THE STUDY

I.       To assess the effect of the usage of cartoon strips as an instructional medium in private and public schools in Abia state secondary schools.

II.    To assess teachers' perceptions of the use of cartoon strips as an instructional medium.

III. to assess student performance based on the usage of cartoon strips as an instructional medium.

1.4 RESEARCH QUESTIONS

i.       What is the effect of the usage of cartoon strips as an instructional medium in private and public schools in Abia state secondary schools?

ii.    What are teachers' perspectives on the use of cartoon strips as an instructional medium?!!

iii. How well do students perform based on the usage of cartoon strips as an instructional medium?

1.5 SIGNIFICANCE OF THE STUDY

The significance of this research work focuses on the usage and perception of cartoon strips as an instructional medium in secondary schools in Aba North, Abia state, Nigeria. The research would prove beneficial to other academics, intellectuals, and students who might want to organize similar research.

1.6 SCOPE OF THE STUDY

This research work concentrates on the usage and perception of cartoon strips as an instructional medium in secondary schools in Aba North, Abia state, Nigeria, The research was conducted at secondary schools in Aba North, Abia State.

1.7 LIMITATION OF STUDY

Due to time and budget constraints, the analysis was limited to Aba, north Abia state, Nigeria.

1.8 DEFINITION OF TERMS

CARTOON STRIPS: a simple drawing showing the features of its subjects in a humorously exaggerated way, especially a satirical one in a newspaper or magazine.

INSTRUCTIONAL MEDIUM: A medium of instruction is a language used in teaching. It may or may not be the official language of the country or territory. If the first language of students is different from the official language, it may be used as the medium of instruction for part or all of schooling. 

SECONDARY SCHOOLS: a school intermediate between elementary school and college and usually offers general, technical, vocational, or college-preparatory courses.

REFERENCE

Ajayi, D. (1991). Accountability in Nigeria states: towards a posture for better education. Journal of Nigerian Educational Research Association, 1(2), 85-91.

Ogar, M. O. (1998). Effective funding and quality assurance in the Nigerian education system. Paper presented at the 1st National Conference of the Institute of Education, Olabisi Onabanjo University, Ago-Iwoye. January. pp 12-15.

Thompson, A. L. (2001). The status of women in school administration. Educational Horizons, Spring.

Get this material NGN 5,000

Message Us on WhatsApp  »