CREATIVITY OF SECONDARY SCIENCE STUDENTS THROUGH INSTRUCTIONAL COMIC STRIPS APPROACH

In an effort to examine alternative strategies that enhance creative outcomes in science education, this study investigated the effectiveness of comic strip approach in the classroom setting. This study assessed the creativity of students using comic strip instruction in science, as comic strips have been found to enhance student creativity. A quasi-experimental research design was employed. Adapted creativity rubrics were administered to Grade 8 students of Tongantongan National High School. Two intact sections were selected, with one group of 47 students exposed to a comic strip approach and the other group of 42 students taught using conventional methods. The findings revealed that students in the comic strip group showed a notable increase in creativity scores, achieving a score of 7.42 (very high level of creativity) after the intervention from 5.84 (high level of creativity). The analysis of covariance also showed that their creativity was significantly different compared to those taught conventionally, with an overall creativity p-value of 0.000 and an F-value of 3003.51. The results confirmed that comic strip instruction significantly enhances student creativity, particularly in indicators such as fluency, flexibility, originality, and elaboration. However, the connection indicator showed no significant difference, suggesting the need for targeted activities to reinforce this skill. Based on the findings, it is recommended that science educators adopt comic strip instruction to foster creative thinking. Additionally, lesson designs should include activities that support students in linking and synthesizing ideas. Future researchers may explore strategies to strengthen students’ ability to form meaningful connections in creative tasks.