Maximizing Learners’ Learning in Economics through Cartooned Concept Instructional Material

Using a quasi-experimental design, this study investigates the effectiveness of cartoon-based instructional materials on learners' achievement in Economics. Fifty (50) Grade 9 learners were assigned to the control class receiving a traditional approach and experimental class with an intervention using localized cartooned concept materials focused on fishing and coastal economies. Pre-tests and post-tests were administered to assess knowledge improvement. The findings reveal that learners exposed to cartooned instructional media demonstrated significantly higher achievement scores than those taught using traditional teaching methods without the intervention. The results align with previous studies, highlighting that cartoons improve academic performance and foster creative, critical, and analytical thinking. The engaging nature of cartoons helped sustain student interest, enhancing comprehension and retention of economic concepts. The research concludes that cartoon-based instructional media are highly effective in enhancing student learning and engagement, presenting them as a valuable pedagogical resource for improving educational outcomes in economics and beyond. The study recommends incorporating cartoon- based media into teaching strategies, providing teacher training, and exploring the broader use of such tools across various subjects and educational levels.