New Perspectives in Science Education

The purpose of this study is to investigate the effect of concept cartoon as instructional material and formative assessment of learning tool in teaching Physics 1 (Mechanics) in tertiary level. Design of this study is pre-test, post-test experimental design. The sample of this study is 100 freshmen college students of Quezon City Polytechnic University (QCPU). In both control (n=50) and experimental (n=50) groups, lessons in mechanics were presented according to the outcomes based learning approach. Concept cartoon was used as instructional material and formative assessment tool in the experimental group. Pre-test and post-test were given to students to determine if the use of concept cartoon as instructional material can improve student achievement. Independent sample t-test results showed that there is no statistically significant difference between control and experimental groups with respect to students’ achievement before the treatment. Paired sample t-test showed statistically significant difference between pre-test and post-test scores for both experimental and control group. When post-test scores of experimental and control group were compared, results revealed statistically significant difference between experimental and control group with respect to their achievement. As conclusion, integration of concept cartoon in the teaching of mechanics resulted in a significant improvement in the academic achievement of students in tertiary level.

Key words: Concept Cartoon, Instructional Material, Formative Assessment Tool, Achievement, Physics Education, Science Education