The Use of Comic Strips Making in REACT Strategy for Conceptual Understanding of Uniformly Accelerated Motion

Abstract

The study of uniformly accelerated motion is one of the least mastered skills in junior high school Physics. The students have difficulty understanding physics concepts which, are presented through mathematical formulas. The mathematical approach of free fall and projectile motion is very challenging to the students because of its abstract nature. Henceforth conceptual understanding of topics becomes inadequate. Comics appeal to students visually and engage them towards self-directed learning of physics concepts. Thus, the purpose of this study is to engage students in creating contextualized comic strips that clearly define uniformly accelerated motion. This research examined the impact of using students' designed comic strips in the conceptual understanding of uniformly accelerated motion. Grade 9 students of San Isidro National High School participated in this study for four weeks using a quasi-experimental research one group pretest and posttest. The researcher used the Uniformly Accelerated Motion Test (UAMT) to gather quantitative data. Statistical analysis revealed that there was a significant difference in the pretest and posttest. The students' interview revealed that they enjoy the activity because it is engaging, and their knowledge of uniformly accelerated motion was enhanced. They also appreciate how uniformly accelerated motion is applied in real life.