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The Effectiveness or Comic Strip and Audio Cassette as Instructional Media Among Fifth Frade Pupils in Thailand
Thesis Abstract:
This study attempted to compare the effectiveness of two instructional media, comic strip and the audto cassette, in terms of time taken up by reading/listening to the medra and time spent in taking the post test, knowledge gained and relation, and media preference.
Subjects of the study were 590 fifth grade pupils in five provincial kindergarten schools in the first educational region in Thailand. The respondents were raondomly divided into a comic strip group and an audio cassette group. The comic strip group read the comics and tool the post test using the printed copy while the audio casette group heard the tale and took the post test via the casette tape.
Percentages, means, analysis of variance, and chi-square test were used in data analysis.
Findings showed that the comic strip group performed better than the audio cassette group in terms of time spent in learning and accomplishing the post test, and that the comic strip was preferable to the audio casette.
There were highly significant differences in testing time among the respondents categorized by age and general school average, and learning time considering the father's occupation. Respondents differed significantly in both learning and testing time considering the mother's occupation. In terms of basic knowledge of subject matter, the respondents differed significantly only in learning time.
There were highly significant differences both on knowledge gained and in retention among the respondents basd on gender, general school average, and basic knowledge of subject on matter. The occupation of mother and liking for subject matter significantly influenced only the knowledge gained.
There was a highly significant interaction on learning lime between media and basic knowledge of subject matter. On the other hand, the lnteraction between media and gender, and between media and general school average in relation to learning time were significant. The combined effect of media and age, and of media and general school average on testing time was highly significant. The interaction between media and basic knowledge gained was also statistically significant.