Abstract:

This study aimed to determine the effect of concept cartoons on Junior High School (JHS) learners’ motivation to study Integrated Science. An exploratory mixed-method design situated in a participatory action research approach was employed for the study. A convenient sampling technique was used to select 45 form two learners of Methodist M/A JHS in Winneba. The science teacher and nine of the learners, purposively sampled were interviewed after the intervention to assessed their impressions about concept cartoon-based instruction. Concept cartoons-based instruction was used to teach selected Integrated Science concepts. Instruments used to collect data before and after the intervention were observation, interviews and questionnaires on motivation before and after the intervention. Quantitative data collected was analysed using descriptive statistics. The learners’ responses were organised into, frequency counts and converted into simple percentages and presented in tables. The qualitative data was coded inductively, organized and used to triangulate findings obtained from the quantitative data. The study's findings showed that before the intervention, JHS learners were least motivated regarding science learning. However, there was heightened interest in science among the learners after the concept cartoon-based instruction. Learners were highly motivated and developed a passion for science. This was evident in the findings obtained from the responses of the learners on the post-intervention questionnaire and interview. The concept cartoons approach used in the study motivated and increased learners’ participation in the teaching of the selected concepts of Integrated Science so JHS Integrated Science teachers are encouraged to use concept cartoons to increase the learners’ motivation to learn science.