The Use of Educational Cartoons and Comics in Enhancing Creativity in Primary School Pupils in Ile-ife, Osun State, Nigeria
Department of Educational Technology, Faculty of Education, Ile-Ife, Obafemi Awolowo UniversityJournal of Applied Sciences Research 01/2007; 3:913-920.
This study investigates the extent to which cartoons and comics can be used to enhance creativity in primary school pupils in Ile-Ife, Osun State. This study adopts the pre-test/ post-test experimental control group design. The study is designed to: (I) find out the frequency of use of creative strategies in primary schools in Osun State; (ii) examine the extent of pupils satisfaction with their teacher's teaching strategies; and (iii) investigate the effect the use of cartoons/comics coupled with creative teaching strategies have on the selected primary schools pupils in Osun State. The sample for the study consists of 420 primary school teachers and 200 pupils who are selected through systematic sampling techniques. The instrument consists of educational cartoons and comics on short dramatic story, counting, comprehension and vocabulary. The others are a check-rating schedule to collect information from the teachers on the strategies they adopt in teaching, pupils rating and satisfaction of the teaching strategies employed by their teachers and an evaluation test. The findings of the study show that: (a) Pupils in the primary schools are not satisfied with the teaching ct strategies x = 19.40 > x = 10.03. (b) Teachers in primary schools in the state use the conventional, traditional 22 talk and chalk method, demonstration and story telling. (c) Only the use of informal, progressive and creative teaching strategies will help our pupils develop high ordered skills needed for exploratory, experimental and creative learning. (d) T he pupils that are expose to problem solving approach using cartoons and comics perform significantly better than those that use the normal conventional talk and chalk method. c (T =5.54, df= 199, p>0.05). The following conclusions are drawn from the study: -Teachers in primary schools in Ile-Ife use non-creative teaching strategies. -Pupils show dissatisfaction with the non-creative teaching strategies used by their teachers. -The use of comics and cartoons can enhance creativity in the primary pupils. -Creativity is enhanced where pupils are, allowed to ask questions, given opportunity to explore, experiment and to work in groups.
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ABSTRACT: When planning and teaching, attention is generally given to cognition while the effect of mood and emotion on cognition is ignored. But students are not emotionless thinkers and the effect can make a difference to their thought. This is particularly evident when attempting to foster creative thinking. This article draws on research to describe aspects of creative thought and problem-solving, moods and emotions, and some of their interactions. It uses these to construct a framework to help teachers of students at all levels plan for, think about, manage and mediate creative thinking in classrooms. The framework takes into account the flow of changing moods and emotions as tasks progress and accommodates individual thinking and collaborative group work. Implications for practice and teacher training are considered.Thinking Skills and Creativity 04/2013; 8(1):34–44. DOI:10.1016/j.tsc.2012.05.006 · 1.46 Impact Factor