MATHEMATICS TEACHERS' PERCEPTION OF THE USEFULNESS OF EDUCATIONAL COMICS IN TEACHING MATHEMATICS

This study examined how Mathematics teachers perceive using comics as learning material in teaching Mathematics. Using a qualitative research approach, the study explored the perceptions of teachers and the underlying reasons. The researcher interviewed three teachers who handled Grade 8 Mathematics during the school year 2023-2024. The researcher examined the interview transcripts multiple times and employed thematic analysis. The results revealed five major themes regarding the perception of Mathematics teachers: comics in teaching Mathematics, appropriateness of comic-based learning materials for young learners, difference between comic-based learning materials and traditional materials, role of Mathematics teachers in comic-based learning, and addressing mathematics learning and teaching gaps through comic-based learning materials. The study found that Mathematics teachers' perception of the usefulness of learning materials is determined by their perception of the types of learners today. The positive viewpoint about the effectiveness of comic-based learning materials can be attributed to their capacity to facilitate learner-centered learning. Mathematics teachers recognize the power of comics to make learning Mathematics easier and more enjoyable. The physical features of comics influence how learners process information. The study recommends using comics to teach complex Mathematics topics. The benefits of comics on the cognitive and affective domains of learning may help improve students' performance.