Development and validation of Eko-Komiks as an instructional material in teaching economics [manuscript] / Joed T. Rodriguez.

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The study determined how to develop and evaluate Eko-komiks as instructional materials in teaching Economics at public secondary schools of Bataan during the School Year 2016-2017. The researcher used the descriptive-developmental method of research. Moreover, it used universal sampling technique in selected the respondents, wherein all the master teachers and head teachers in Araling Panlipunan in the Division of Bataan were selected as respondents because of their expertise in analyzing and validating the developed comics. The study raised a total of 26 respondents in the study, of which 13 are master teachers and 13 are head teachers in Araling Panlipunan in the public secondary schools of Bataan during the School Year 2016-2017, who were selected using universal sampling technique. The data gathered in the dry run of the questionnaire were treated using Cronbach's alpha and the gathered data from the survey-questionnaire were encoded and statistically processed using PASW Statistics version 24 (SPSS for Windows). The researcher used descriptive statistics such frequency, percentage, mean, and standard deviation and inferential statistics such as Independent Samples t-test to treat the gathered data. In light of the findings of the study, the researcher concluded that majority of the teachers commonly used module (learner's material), module (teacher's guide), chalk and board, graphic organizers, charts and diagrams, video clips, images and pictures, gadgets vii (computers like PC / laptop / netbook and tablets) and LCD projector and/or LED television as instructional materials in teaching Economics among public secondary schools of Bataan. The researcher developed three (3) Eko-komiks based on the three (3) least learned competencies that contained the following key features: objectives, structure, content, and usability. Meanwhile, the master teachers and head teachers rated the developed Eko-komiks in terms of the objectives, structures, contents, and usability as very satisfactory. In addition, there is no significant difference on the overall validation of master teachers and head teachers on the developed Eko-komiks in teaching Economics. Hence, the null hypothesis is being accepted. Lastly, the developed Eko-komiks are promising and can be used as effective instructional materials in actual classroom settings. In view of the findings, it was recommended that the usage of comics and comic strips should be encouraged in dealing with 21st-century learners through the use of differentiated instruction and software applications where students and teachers can create online comics of their own. Also, other innovated comics should be made feasible in other subjects. Meanwhile, the developed Eko-komiks should be used in other educational setups in order to establish further their effectiveness. In addition, students' perceptions of the developed Eko-komiks should also be solicited in various research encounters in order to enrich further the content of the study and other future studies. Lastly, replication of the study should be conducted to various forms such as a quasi-experimental approach in order to enrich further this kind of research undertaking.