Effects of Comics in English Classroom: An Experience With Creativity, Innovation, and Effective Learning
DOI:
https://doi.org/10.17507/tpls.1507.32Keywords:
comics, productive skills, clusters, confirmatory factor analysis (CFA), model fitAbstract
This study presents the results of applying a comic program to a sample of 183 students from a Peruvian public university enrolled in the English course. For this purpose, a pre-experimental design was chosen, in which productive competencies were evaluated before and after implementing a comic program, designed and published on a blog created by the students. Likewise, an effort was made to group their performance, considering the components of creative thinking. Additionally, an adjusted model was sought where four constructs, English competencies (EC), Psychological Aspects (PA), Character Identification (CI), and Learning Strategy (ES), could explain the occurred didactic process through a confirmatory factor analysis (CFA). Additionally, the students' perceptions about the completed program were sought through an open-ended question added to the survey used in the previous step. Among the most notable results, we significantly improved productive competencies (-11.79 and -11.77; p-value < .001). Regarding the formation of clusters, four had the appropriate parameters. On the other hand, the model had measurements that were quite close to the ideal (RMSEA = 0.069; CFI = 0.946; TLI = 0.934; and GFI = 0.898). Among the most notable perceptions given by the students, the previously unexperienced, innovative, and fun learning experience stands out.
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