TY  - MANSCPT
AU  - Rodriguez,Joed T.
TI  - Development and validation of Eko-Komiks as an instructional material in teaching economics
PY  - 2017///
CY  - Balanga City
PB  - BPSU
N1  - Include bibliographical reference
N2  - 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
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