اثربخشی رویکرد آموزشی مبتنی بر کمیک استریپ بر ارتقای درک مفهومی و انگیزش تحصیلی دانش‌آموزان در ریاضی

مریم مرادخانی; بهراد امین سلماسی

Authors

Maryam Morad Khani Department of Art and Architecture, SR.C., Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0002-5262-9196
Behrad Amin Salmasi Department of Art and Architecture, SR.C., Islamic Azad University, Tehran, Iran. Corresponding author https://orcid.org/0009-0000-9725-0441

Keywords:

Comic strip, Mathematical conceptual understanding, Academic motivation, Mathematics education, Elementary students

Abstract

This study aimed to determine the effectiveness of a comic strip–based educational approach in enhancing mathematical conceptual understanding and academic motivation among fifth-grade female students. This applied study employed a quasi-experimental pretest–posttest design with an experimental and a control group. The statistical population consisted of fifth-grade female students in Tehran, Iran. A total of 30 eligible students were selected through convenience sampling and randomly assigned to the experimental and control groups, with 15 students in each group. Data were collected using a researcher-developed Mathematical Conceptual Understanding Test and a standardized Academic Motivation Scale. The experimental group received eight 60-minute instructional sessions based on comic strips, visual narratives, sequential framing, panel analysis, guided practice, and student-generated comics. The control group received the same mathematical content through conventional teacher-centered instruction. Data were analyzed using descriptive statistics and analysis of covariance in SPSS. Analysis of covariance showed that, after controlling for pretest scores, the difference between the experimental and control groups in posttest mathematical conceptual understanding was statistically significant, F(1,27)=24.92, p=0.001, ηp²=0.48. A statistically significant group difference was also found for posttest academic motivation, F(1,27)=21.12, p=0.001, ηp²=0.44. These findings indicate that the comic strip–based educational approach accounted for 48% of the variance in mathematical conceptual understanding and 44% of the variance in academic motivation after controlling for baseline scores. The comic strip–based educational approach can effectively improve mathematical conceptual understanding and academic motivation by visually organizing instructional content, presenting problem-solving processes in sequential and meaningful formats, and increasing students’ active engagement. Accordingly, this approach may be used as an effective complementary instructional method in elementary mathematics education.

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