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1 INTRODUCTION

This creative work research focuses on the

development and evaluation of an instructional comic

series titled “The Bridge in Panels”, designed to

enhance the teaching and learning of Ship Handling

and Maneuvering (SEAM5) concepts among maritime

students. SEAM5 is a core subject under the Bachelor

of Science in Marine Transportation (BSMT)

curriculum that introduces cadets to the fundamental

principles and techniques of controlling a vessel under

various conditions, including docking, undocking,

anchoring, collision avoidance, and maneuvering in

restricted waters. Mastery of SEAM5 is critical for

ensuring navigational safety and operational

efficiency. However, the subject often poses challenges

for learners due to its technical nature, reliance on

hydrodynamic principles, and the necessity of strong

spatial visualization skills. Traditional teaching

approaches primarily rely on text-heavy references,

lectures, and technical illustrations, which can

overwhelm students, especially those who struggle to

The Bridge in Panels: A Creative Work Research

on the Acceptability and Satisfaction of Educational

Comics in Teaching (Ship Handling & Maneuvering)

SEAM 5

J.C. Juanica, R.R. Germo, A.L. Turija, C.S. Sunio & F.G. Gavan

John B. Lacson Foundation Maritime University, Iloilo City, Philippines

ABSTRACT: This study examined the effectiveness, acceptability, and satisfaction of The Bridge in Panels, an

instructional innovation utilizing educational comics to teach SEAM 5 Ship Handling and Maneuvering concepts

in maritime education. A sequential explanatory mixed-methods design was employed, beginning with a quasi-

experimental phase to assess learning effectiveness, followed by a descriptive-qualitative phase to explore user

perceptions. The instructional comics were developed using the ADDIE model, ensuring alignment with

maritime competencies through systematic phases of analysis, design, development, implementation, and

evaluation. Participants included two intact sections of third-year Bachelor of Science in Marine Transportation

students assigned as experimental and control groups based on comparable prior academic performance, along

with SEAM 5 instructors selected through purposive criterion-based sampling. Data were gathered using a

validated achievement test, structured questionnaires on acceptability and satisfaction, and open-ended

responses. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data

underwent thematic analysis. Findings revealed that students exposed to the instructional comics demonstrated

significantly greater improvement in conceptual understanding compared to those receiving traditional

instruction, confirming the effectiveness of the intervention. Both students and instructors reported high levels of

acceptability and satisfaction, citing clarity, engagement, instructional relevance, and improved comprehension

of complex navigational procedures. Qualitative insights further highlighted enhanced visualization and learner

engagement, while suggesting refinements in layout and additional visual supports. Overall, The Bridge in Panels

demonstrates strong potential as an innovative instructional tool in maritime education, offering an engaging and

effective approach to improving learning outcomes in technical and procedural training.

http://www.transnav.eu

the International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 20

Number 3

September 2026

DOI: 10.12716/1001.20.03.25

794

visualize vessel maneuvers and dynamic ship

behaviors. To address this gap, the present study

introduces educational comics as an innovative

instructional medium, leveraging visual storytelling to

enhance comprehension, engagement, and retention.

This approach aligns with the Cognitive Theory of

Multimedia Learning, which posits that combining

visual and verbal elements fosters more effective

cognitive processing and deeper understanding [3].

Recent studies have highlighted the growing

potential of comics and graphic narratives as effective

pedagogical tools that enhance students’ motivation,

engagement, and conceptual clarity across disciplines.

Research shows that well-designed educational comics

improve knowledge retention and facilitate deeper

comprehension by combining visuals with concise

explanations, supporting both visual and verbal

learning processes [9]. A recent meta-analysis further

revealed that the integration of comics into

instructional materials significantly improves student

performance and attitudes toward [24]. Moreover, the

Dual Coding Theory suggests that presenting

information through both visual and textual channels

creates complementary memory pathways, leading to

improved comprehension and recall [27]. Instructional

materials designed following multimedia learning

principles—such as coherence, signaling, and spatial

contiguity have also been shown to reduce cognitive

overload and improve knowledge transfer [3]. In the

context of Maritime Education and Training (MET), the

need for innovative pedagogical strategies has

increased alongside the global push for competency-

based training frameworks. However, despite the

advances in simulation technologies and e-learning

platforms, existing literature reveals a scarcity of

creative works that utilize educational comics to teach

complex navigational concepts.

Addressing this gap, “The Bridge in Panels” was

conceptualized to provide a novel instructional

material specifically designed for SEAM5. The comic

series is grounded in the principles of the Cognitive

Theory of Multimedia Learning and Dual Coding

Theory, ensuring that both visual and textual content

are strategically integrated to optimize learning

outcomes [27]. By presenting ship handling and

maneuvering principles in a narrative-driven,

illustrative format, the study promotes a learner-

centered approach that caters to diverse learning styles

while simplifying technical information. This approach

also supports students in transitioning from theoretical

understanding to practical application, bridging a

critical gap in maritime education.

Furthermore, the study investigates the levels of

acceptability and satisfaction of the educational comics

among instructors and students. Acceptability pertains

to the perceived usefulness, relevance, and

appropriateness of the comics as an instructional tool,

while satisfaction relates to learners’ and teachers’

overall experience, engagement, and perceived value

in using the material. Understanding these

perspectives is vital since the success of any

instructional innovation depends not only on its design

quality but also on its acceptance by intended users [2].

By integrating both quantitative and qualitative

feedback, this research aims to provide empirical

evidence on the effectiveness of educational comics as

a complementary teaching resource in SEAM5 and to

inform broader pedagogical strategies in maritime

education.

Guided by this purpose, the study seeks to

determine how educational comics contribute to

enhancing student learning while improving

instructional delivery in maritime subjects.

Specifically, this study sought answers to the following

questions:

1. What are the pretest and posttest scores of the

experimental and control groups in understanding

Williamson’s Turn?

2. Is there a significant difference on the pretest and

posttest performance between experimental and

control groups?

3. Is there a significant difference on the pretest and

posttest performance of the experimental group?

4. Is there a significant difference on the pretest and

posttest performance of the control group?

5. What are the mean gains of the experimental and

control groups?

6. Is there a significant difference in the mean gain of

the experimental group and the control group?

7. What is the level of acceptability of the researchers-

designed SEAM5 comics when taken as an entire

group and classified according to role?

8. What is the level of satisfaction with the

researchers-designed SEAM5 comics when taken as

an entire group and classified according to role?

9. What feedback do respondents provide regarding

the strengths, limitations, and suggestions for

improving the SEAM 5 educational comics?

2 MATERIALS AND METHODS

2.1 Research Design

This study employed a sequential explanatory mixed-

methods design, beginning with a quasi-experimental

phase to determine the effectiveness of the researcher-

designed instructional comics titled “The Bridge in

Panels” on Williamson’s Turn, followed by a

descriptive phase to evaluate acceptability and

satisfaction.

The sequential design ensured that quantitative

outcomes from the effectiveness phase were

established before exploring participants’ perceptions

and experiences, which helped explain and

contextualize the results [8]. This approach has been

widely applied in educational research to combine

measurable learning outcomes with qualitative

insights, allowing researchers to understand both

“what works” and “why it works” in a specific

instructional context [21] [25].

The quantitative phase provided initial evidence on

learning effectiveness, while the subsequent

descriptive and qualitative phase explored

stakeholders’ satisfaction and perceptions.

The researcher-designed instructional comics titled

“The Bridge in Panels” were developed using the

ADDIE Model, a systematic instructional design

framework consisting of five phases: Analysis, Design,

Development, Implementation, and Evaluation.

In the Analysis phase, learner characteristics, course

requirements in SEAM5, and key competencies related

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to Williamson’s Turn were identified. Common

difficulties in understanding maneuvering procedures

were examined through informal consultations with

instructors and a review of course materials.

In the Design phase, learning objectives were

aligned with STCW competencies. Storyboards and

scripts were developed to present Williamson’s Turn

through structured and sequential visual narratives,

ensuring clarity, accuracy, and learner engagement.

During the Development phase, the instructional

comics were produced by integrating illustrations,

dialogues, and step-by-step maneuvering procedures.

The material was subjected to expert validation to

ensure technical accuracy and instructional

appropriateness.

In the Implementation phase, the developed comics

were utilized as a supplementary instructional

material for the experimental group during SEAM5

instruction.

Finally, in the Evaluation phase, the effectiveness of

the instructional comics was assessed using pretest and

posttest measures, while acceptability and satisfaction

were evaluated through validated questionnaires and

qualitative feedback from participants.

2.2 Participants

The study involved third-year Bachelor of Science in

Marine Transportation (BSMT) students enrolled in

SEAM5 (Ship Handling and Maneuvering) at John B.

Lacson Foundation Maritime University (Arevalo),

Inc., and instructors teaching the course.

For the student respondents, purposive sampling

was used to select participants who were officially

enrolled in SEAM5. For the quasi-experimental phase,

two intact sections consisting of 40 students each were

selected. These two sections were determined to be

comparable in terms of their General Weighted

Average (GWA), indicating similar academic

performance and baseline ability prior to the

intervention. One section was assigned as the

experimental group, while the other served as the

control group.

Both sections were handled by the same instructor

to ensure consistency in teaching approach, pacing,

and instructional delivery. The experimental group

received instruction supplemented with the

researcher-designed instructional comics, while the

control group was taught using traditional

instructional methods.

For the acceptability and satisfaction phase, only the

40 students in the experimental group and the SEAM5

instructors who implemented the comics participated,

as the control group had no exposure to the

intervention and could not meaningfully evaluate it.

The instructor respondents consisted of six (6)

SEAM5 instructors who were selected through

purposive (criterion-based) sampling, as they were the

only instructors directly involved in the

implementation and evaluation of the researcher-

designed instructional comics. This ensured that the

data reflected informed and experience-based

judgments regarding the intervention.

2.3 Instrument

Three instruments were employed. First, a 20-item

multiple-choice test was developed by the researcher

to measure students’ understanding of Williamson’s

Turn. Expert review established a Content Validity

Index (CVI) of 0.87, and pilot testing indicated a

Cronbach’s alpha of 0.84, confirming reliability. This

test was administered as both pretest and posttest to

the experimental and control groups.

Second, a researcher-designed acceptability

questionnaire measured perceived usefulness, ease of

use, relevance to competencies, and appropriateness

for class integration. Only the experimental group

students and the instructors exposed to the comics

completed this instrument. Expert review achieved a

CVI of 0.91, and pilot testing yielded a Cronbach’s

alpha of 0.89, confirming consistency and validity.

Third, a satisfaction questionnaire assessed

engagement, enjoyment, clarity, perceived value, and

overall satisfaction. Content validation resulted in a

CVI of 0.90, and reliability testing showed a Cronbach’s

alpha of 0.88, ensuring the instrument consistently

captured participants’ perceptions. Both

questionnaires employed a 4-point Likert scale and

included open-ended questions for qualitative

feedback on strengths, challenges, and suggestions.

This separation of instruments allowed the study to

rigorously evaluate cognitive learning outcomes and

affective perceptions.

2.4 Data Collection

Prior to data collection, the researcher formally sought

permission from the school administrator and the Dean

of the College of Maritime Education to conduct the

study among third-year BSMT students and SEAM5

instructors. Two intact sections of 40 students each

were selected, with both sections comparable in terms

of their General Weighted Average (GWA) to ensure

equivalence in academic performance and baseline

learning ability. To assign groups to experimental and

control conditions, a coin toss was conducted, ensuring

random allocation while maintaining comparability.

Once approval was granted, a pretest was

administered to both groups to assess their initial

understanding of Williamson’s Turn. The experimental

group then received instruction supplemented with

the researcher-designed “The Bridge in Panels” comics,

while the control group received traditional instruction

without the comics. Following the instructional period,

a posttest was administered to both groups to

determine the effectiveness of the comics in enhancing

understanding of Williamson’s Turn.

After the quasi-experimental phase, the

acceptability and satisfaction questionnaires were

distributed to the experimental group students and the

instructors who implemented the comics. Students

completed the questionnaires according to their

respective sections, while instructors completed them

based on availability and years of teaching experience.

Before responding, participants were given an

orientation on the study’s objectives, voluntary

participation, and assurances of confidentiality and

anonymity.

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Quantitative responses from the multiple-choice

test and Likert-scale questionnaires were tallied,

coded, and analyzed using descriptive statistics (mean,

standard deviation) and inferential statistics, including

paired and independent samples t-tests and multiple

regression analysis to determine predictors of overall

satisfaction. Open-ended responses embedded in the

acceptability and satisfaction questionnaires were

analyzed thematically to identify common perceptions,

strengths, limitations, and suggestions for improving

the SEAM5 comics. The entire data-gathering period

was conducted from December 2025 to February 2026.

2.5 Data Analysis

The data collected from the respondents were

organized, coded, and analyzed using descriptive and

inferential statistics through the Statistical Package for

the Social Sciences (SPSS). For the quasi-experimental

multiple-choice test, descriptive statistics including

mean, standard deviation, and frequency distribution

were computed to summarize the students’ pretest and

posttest performance. A paired samples t-test was

conducted to determine whether the experimental

group showed significant improvement from pretest to

posttest, while an independent samples t-test

compared posttest scores between the experimental

and control groups to assess the effectiveness of the

researcher-designed SEAM5 comics. In addition,

Cohen’s d was calculated as a measure of effect size to

indicate the magnitude of the intervention’s impact,

with 0.2 considered small, 0.5 medium, and 0.8 large

[7].

For the acceptability and satisfaction

questionnaires, descriptive statistics such as mean,

standard deviation, and frequency distribution were

computed to determine the levels of acceptability and

satisfaction with the SEAM5 comics. The descriptive

ratings followed the interpretation scales presented in

Table 1 (Acceptability) and Table 2 (Satisfaction). To

test whether there was a significant difference in

ratings between students and instructors, an

independent samples t-test was utilized, and Cohen’s

d was calculated to indicate the practical significance

of any differences observed. Additionally, multiple

regression analysis was performed to identify the

strongest predictors of overall satisfaction, focusing on

perceived usefulness, ease of use, relevance to

competencies, and hedonic motivation (enjoyment).

For the qualitative component, open-ended

responses embedded in the acceptability and

satisfaction questionnaires were analyzed thematically

to identify common perceptions, strengths, limitations,

and suggestions for improving the comics. These

qualitative findings were integrated with the

quantitative results to provide a comprehensive

interpretation of the effectiveness, acceptability, and

satisfaction of the SEAM5 instructional comics.

Table 1. Mean Scale, Descriptive Rating, and Indicators for

Acceptability of SEAM5 Comics

Mean

Scale

Descriptive

Rating

Indicators

3.51 –

4.00

Very High

The instructional comics are perceived as highly

appropriate, relevant, and useful for teaching

SEAM5 concepts, demonstrating strong

potential for integration into classroom

instruction.

2.51 –

3.50

High

The comics are viewed as effective and

appropriate for teaching SEAM5 concepts,

contributing positively to students’

comprehension and retention.

1.51 –

2.50

Low

The comics are minimally appropriate or

relevant, with limited perceived usefulness for

supporting SEAM5 instruction.

1.00 –

1.50

Very Low

The comics are considered inappropriate and

ineffective for classroom integration and fail to

support learning objectives.

Table 2. Mean Scale, Descriptive Rating, and Indicators for

Satisfaction with SEAM5 Comics

Mean

Scale

Descriptive

Rating

Indicators

3.51 –

4.00

Very High

Respondents report exceptional enjoyment,

engagement, and clarity, indicating that the

comics significantly enhance learning and

retention of SEAM5 concepts.

2.51 –

3.50

High

The comics are considered satisfying and

engaging, supporting students’ learning, and

improving their understanding of key

navigational principles.

1.51 –

2.50

Low

Respondents experience limited engagement

and enjoyment, suggesting that the comics need

improvements in design, content, or delivery.

1.00 –

1.50

Very Low

Participants are unsatisfied with the

instructional comics, reporting minimal benefit

to learning and retention.

This study adhered strictly to ethical research

standards to ensure the protection, dignity, and well-

being of all respondents while maintaining the

credibility and integrity of the findings. Prior to data

collection, formal permission was sought from the

school administrator and the Dean of the College of

Maritime Education to conduct the study among third-

year BSMT students and SEAM5 instructors. Informed

consent forms were provided to all participants, clearly

outlining the purpose, procedures, potential risks, and

benefits of the study.

Participation was entirely voluntary, and

respondents were explicitly informed of their right to

withdraw at any stage without any consequences.

They were also assured that declining participation

would not affect their academic standing, instructor

evaluation, or professional responsibilities. To further

protect respondents, all data were collected

anonymously, with identifiers removed during data

coding and analysis to maintain confidentiality.

The study also ensured that the research

instruments were ethically designed. The multiple-

choice test and the researcher-developed SEAM5

comics posed no physical or psychological risk, and the

questionnaires were carefully validated to avoid bias

or misinterpretation. Open-ended questions were

phrased neutrally to encourage honest feedback

without causing discomfort or pressure.

Finally, the data gathered were strictly used for

academic purposes, including assessment of the

SEAM5 comics’ effectiveness, acceptability, and

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satisfaction. Findings were reported in aggregate,

ensuring no individual respondent could be identified.

By upholding informed consent, voluntary

participation, confidentiality, and responsible data

handling, the study conformed to accepted ethical

guidelines in educational research ensuring integrity,

trustworthiness, and respect for all participants.

3 RESULTS AND DISCUSSION

3.1 Performance Between the Experimental and Control

Groups

The pretest was administered to determine the

comparability of the experimental and control groups

in terms of cognitive levels prior to the intervention.

Following the intervention, a posttest was conducted

to measure learning outcomes after using the

researcher-designed SEAM5 comics.

Table 3 presents the pretest performance of the

experimental and control groups. Each group

consisted of 40 students, with the experimental group

receiving the SEAM5 comics and the control group

using traditional instruction methods. The

experimental group obtained a pretest mean score of

19.15 (SD = 2.66), while the control group scored a

mean of 17.95 (SD = 2.05). The closeness of the mean

scores indicates that both groups were comparable in

cognitive ability prior to the intervention, establishing

a fair baseline for evaluating the comics’ effectiveness.

These findings are consistent with prior quasi-

experimental studies in maritime education and other

STEM fields, where comparable baseline performance

was crucial to isolate the effect of the intervention [1]

[12]. Establishing pretest equivalence strengthens the

internal validity of the study and ensures that observed

differences in posttest scores can be attributed to the

researcher-designed instructional material rather than

pre-existing disparities in knowledge.

Table 3. Mean and SD for the Students’ Pretest Performance

in Understanding Williamson’s Turn

Compared Group

Experimental

7.27

2.66

Control

8.33

2.05

After the intervention, a posttest was administered

to assess the effectiveness of the researcher-designed

SEAM5 comics in improving students’ understanding

of Williamson’s Turn. Table 4 presents the posttest

performance of both groups.

The experimental group, which used the SEAM5

comics, achieved a mean score of 14.48 (SD = 3.34),

while the control group, which received traditional

instruction, scored a mean of 10.80 (SD = 3.04). The

experimental group’s higher mean demonstrates the

potential effectiveness of the comics in enhancing

comprehension of the topic.

These findings are consistent with recent

educational studies that highlight the benefits of visual,

story-based instructional materials in improving

learning outcomes, engagement, and retention in

technical subjects [12] [19] [14]. The clear difference

between posttest scores suggests that the intervention

had a positive impact on students’ cognitive

understanding, supporting the value of the researcher-

designed instructional comics in SEAM5 instruction.

Table 4. Mean and SD for the Students’ Posttest

Performance in Understanding Williamson’s Turn

Compared Group

Experimental

14.48

3.34

Control

10.80

3.04

3.2 Significant Differences in Williamson’s Turn

Performance Between Experimental and Control

Groups

Table 5 presents the results of the independent samples

t-test comparing the pretest performance of the

experimental and control groups in understanding

Williamson’s Turn. The experimental group obtained a

mean score of 7.28 (SD = 2.66), while the control group

scored slightly higher with a mean of 8.32 (SD = 2.04).

The analysis revealed that the difference between the

two groups was not statistically significant, t(78) = -

1.98, p = .051, which is slightly above the 0.05 level of

significance.

This finding indicates that the experimental and

control groups were comparable in terms of their

cognitive performance prior to the intervention.

Establishing baseline equivalence is essential in quasi-

experimental research, as it ensures that any

differences observed in the posttest can be attributed to

the researcher-designed SEAM5 comics rather than

pre-existing variations between groups [20] [15].

In other words, both groups began the study with

nearly identical levels of understanding, thereby

supporting the validity of subsequent comparisons in

evaluating the effectiveness of the intervention.

Table 5. Independent Samples t-Test Result for the

Significant Difference in the Pretest in Williamson’s Turn

Performance Between the Experimental and Control Groups

Compared Group

Mean

Sig. (2-tailed)

Experimental

7.27

2.66

-1.980ns

0.051

Control

8.33

2.05

Note. ns means not significant at .05 level of probability.

Table 6 presents the results of the independent

samples t-test comparing the posttest performance of

the experimental and control groups in understanding

Williamson’s Turn. The experimental group obtained a

mean score of 14.48 (SD = 3.34), while the control group

scored 10.80 (SD = 3.05). The t-test revealed a

statistically significant difference between the two

groups, t(78) = 5.14, p=.000, indicating that the

experimental group performed significantly better

than the control group after the intervention.

This finding suggests that the researcher-designed

SEAM5 comics had a positive effect on students’

understanding of Williamson’s Turn. The substantial

difference in posttest scores demonstrates the

effectiveness of the intervention in enhancing cognitive

performance. Moreover, this supports the quasi-

experimental design, as the groups were initially

comparable in the pretest, meaning the improvement

can be confidently attributed to the comics rather than

pre-existing differences [20] [15].

In practical terms, students who used the comics

exhibited greater comprehension and retention of

SEAM5 concepts, confirming the value of integrating

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visual and narrative instructional tools in maritime

education.

Table 6. Independent Samples t-Test Result for the

Significant Difference in the Posttest in Williamson’s Turn

Performance Between the Experimental and Control Groups

Compared

Group

Mean

Sig. (2-

tailed)

Experimental

14.28

3.34

5.144*

0.000

Control

10.80

3.05

Note. Asterisk (*) means significant at .05 level of probability.

3.3 Significant Difference Between Pretest and Posttest in

Williamson’s Turn Performance Among the Two

Student Groups

Table 7 reveals that there is a significant difference in

the pretest and posttest scores of the experimental

group, t(39) = -15.19, p = .000. This indicates that the

experimental group’s performance after the

intervention is significantly better than before the

intervention.

This result suggests that the use of the researcher-

designed SEAM5 comics effectively improved

students’ understanding of Williamson’s Turn. This

finding is consistent with previous research showing

that innovative instructional approaches enhance

students’ academic performance and learning

outcomes [10] [16].

Table 7. Wilcoxon-Signed Ranks Test Result on the Pretest

and Posttest Mean Score Performances of the Experimental

Group

Test

Mean

Sig. (2-tailed)

Pretest

7.28

2.66

-15.192*

0.000

Posttest

14.48

3.34

Note. Asterisk (*) means significant at .05 level of probability.

Table 8 reveals that there is a significant difference

in the pretest and posttest scores of the control group,

t(39) = -4.44, p = .000. This indicates that the control

group’s performance after the intervention is

significantly better than before the intervention.

This improvement may be attributed to regular

instruction and exposure to the lesson, which can still

enhance students’ understanding over time. However,

consistent with prior research, traditional teaching

approaches tend to yield improvements that are less

substantial compared to innovative instructional

strategies [10] [16].

Table 8. Paired Samples t-Test Result for the Significant

Difference Between the Control Group’s Pretest and Posttest

in Williamson’s Turn Performance

Test

Mean

Sig. (2-tailed)

Pretest

7.28

2.04

-4.444*

0.000

Posttest

14.48

3.05

Note. Asterisk (*) means significant at .05 level of probability.

3.4 Mean Gains and their Significant Differences

Between the Experimental and Control Groups

Table 9 shows that the experimental group obtained a

mean gain of 7.20, which is substantially higher than

the control group’s mean gain of 2.48. This indicates

that students exposed to the researcher-designed

SEAM5 comics demonstrated greater improvement in

understanding Williamson’s Turn compared to those

who received traditional instruction.

The larger mean gain in the experimental group

suggests that the intervention was more effective in

enhancing learning outcomes. This finding supports

previous studies which emphasize that innovative and

interactive instructional materials significantly

improve student performance compared to

conventional teaching methods [10] [16].

Table 9. Mean Gains of the Experimental and Control

Groups

Compared Group

Pretest

Posttest

Mean Gain

Experimental

7.28

14.48

7.20

Control

8.32

10.80

2.48

Table 10 reveals that there is a significant difference

in the mean gains between the experimental and

control groups, t(78) = 6.461, p = .000. The experimental

group, which used the researcher-designed SEAM5

comics, obtained a higher mean gain (M = 7.20, SD =

3.00) compared to the control group (M = 2.48, SD =

3.52). This indicates that the intervention was effective

in enhancing students’ understanding of Williamson’s

Turn.

The substantial difference in mean gains suggests

that the SEAM5 comics contributed to greater learning

improvement compared to the traditional method.

These results align with prior studies that highlight the

positive impact of multimedia instructional tools on

student performance and engagement [10] [16].

Despite the control group showing some

improvement, the experimental group’s gains were

notably higher, confirming the effectiveness of the

comics as a learning intervention

Table 10. Independent Samples t-Test Result for the

Significant Difference in the Mean Gain Between the

Experimental and the Control Groups

Compared

Group

Mean

Sig. (2-

tailed)

Experimental

7.27

2.66

-1.980ns

0.051

Control

8.33

2.05

Note. Asterisk (*) means significant at .05 level of probability.

The effectiveness of the intervention was further

quantified using Cohen’s d, which was calculated to be

1.33. According to Cohen [7], a value above 0.8

indicates a large effect size. This demonstrates that the

SEAM5 comics had a strong impact on student

performance, making the intervention substantially

more effective than conventional teaching methods

[10] [16].

These findings support the assertion that visual and

interactive learning materials, such as educational

comics, can significantly enhance comprehension,

engagement, and retention in technical maritime

concepts. While the control group showed some

improvement, the experimental group’s gains were

markedly higher, confirming the practical effectiveness

of the comics as a teaching strategy.

Table 11 presents the level of acceptability of the

researcher-designed SEAM5 comics when respondents

are considered as a whole and when classified

according to role (students and instructors).

As an entire group, the instructional comics

obtained a mean (M) of 3.70 with a standard deviation

(SD) of 0.46, interpreted as Very High. This indicates

that respondents generally perceived the comics as

highly acceptable, appropriate, and useful for teaching

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SEAM5 concepts. The relatively low SD suggests that

responses were closely clustered around the mean,

reflecting a high level of agreement among

respondents regarding the quality and relevance of the

instructional material.

When classified according to role, both groups

yielded Very High acceptability ratings. Instructors

reported a slightly higher mean (M = 3.73, SD = 0.40)

compared to students (M = 3.66, SD = 0.51). This

suggests that instructors, as subject matter experts,

strongly recognized the instructional value, alignment

with competencies, and applicability of the comics in

facilitating teaching. Meanwhile, students also

demonstrated a high level of acceptance, indicating

that the comics were engaging, understandable, and

supportive of their learning.

These results support the claim that well-designed

instructional materials, particularly those

incorporating visual and narrative elements such as

comics, enhance learner engagement and

comprehension. According to Mayer [16], multimedia

instructional materials that combine visuals and text

can significantly improve understanding by facilitating

cognitive processing. Similarly, Clark and Mayer [6]

emphasized that properly designed visual learning

tools promote meaningful learning when aligned with

instructional objectives. Furthermore, recent studies

highlight that visual narratives such as educational

comics increase motivation and conceptual

understanding, particularly in technical and

procedural subjects [11] [4].

Overall, the findings indicate strong acceptability of

the SEAM5 comics across both respondent groups,

reinforcing their potential as an effective and engaging

instructional support tool in maritime education.

Table 11. Level of Acceptability of The Researchers-

Designed SEAM5 Comics When Taken as an Entire Group

and When Classified According to Role

Category

Mean

Descriptive

Rating

A. Entire Group

3.69

Very High

0.49

B. Role

Instructors

3.67

Very High

0.50

Students

3.70

Very High

0.47

3.5 Feedback of Respondents on the Strengths,

Limitations, and Suggested Improvements of the

SEAM5 Educational Comics

A. Respondents’ Perceptions on What They Liked Most

About the SEAM5 Comics

Visual Appeal and Engagement

Students highlighted the visual features of the

SEAM5 comics as one of their most appreciated

aspects. They noted that the illustrations, layout, and

panel sequencing made the material more engaging

and easier to follow (R1, R14, R20, R35). The visual

presentation helped capture their attention and sustain

interest throughout the lesson, making learning more

interactive and less monotonous. This supports the

idea that visually rich materials enhance learner

engagement and attention [17] [22].

Simplicity and Clarity of Content

Many respondents emphasized that the comics

simplified complex SEAM5 concepts through clear

explanations and organized presentation (R2, R16, R21,

R38). The use of concise text paired with visuals

enabled students to better understand technical terms

and procedures. This aligns with findings that well-

structured multimedia materials improve

comprehension by reducing cognitive load [17].

Enjoyable Learning Experience

Students described the comics as enjoyable and less

stressful compared to traditional learning materials

(R10, R17, R33). The integration of storytelling

elements made the lessons more interesting,

800

promoting a positive learning environment. This

reflects research suggesting that engaging instructional

formats increase learner motivation and satisfaction

[22]

B. Respondents’ Perceptions on the Challenges or

Limitations Encountered While Using the Comics

Adjustment to Visual Learning

A few respondents mentioned that adapting to a

visual learning approach initially required adjustment,

as they were accustomed to textual learning materials

(R3, R9, R14, R27). Research indicates that new

instructional media often require brief adaptation

periods but become effective once familiarized [6].

Text-Illustration Balance

Some students noted that certain sections could

have benefited from more concise explanations to

better complement the illustrations without causing

cognitive overload (R5, R12, R20, R33). Proper

integration of text and visuals is critical for optimal

comprehension [17]

Minor Detail Gaps

A small number of respondents observed that a few

maneuvers needed additional clarification, although

this did not significantly hinder overall understanding

(R8, R19, R25). Iterative refinement of content based on

feedback improves learning outcomes in visual

instructional materials [13].

C. Respondents’ Perceptions on How the Comics

Helped Them Understand SEAM5 Concepts Better

Enhanced Visualization of Procedures

Respondents emphasized that the comics

transformed abstract concepts like Williamson’s Turn

into easily visualized sequences, aiding

comprehension (R1, R4, R15, R22, R30). Visual

representation has been shown to strengthen

understanding of complex technical processes [5].

Step-by-Step Learning

Many students appreciated the sequential depiction

of maneuvers, which facilitated memory retention and

procedural recall (R2, R10, R18, R28). Stepwise

instructional materials enhance cognitive processing

and long-term retention [17].

Increased Engagement and Motivation

The comics kept learners engaged and motivated,

which positively influenced attention and information

retention (R6, R13, R21, R35). Engagement through

interactive or visually rich materials is linked to better

learning outcomes [28].

D. Respondents’ Suggestions for Improving the

Content and Design of the SEAM5 Comics

Additional Visuals and Diagrams

Some respondents recommended including extra

diagrams for critical maneuvers to further clarify

complex steps (R3, R11, R24, R32). Supplementary

visuals are known to enhance comprehension and

reduce errors in technical learning.

Interactive or Summary Features

Several students suggested adding brief summaries

or interactive exercises after each comic section to

consolidate learning (R7, R14, R23, R36). Active

engagement features such as exercises or recaps

improve retention and reinforce learning [5].

Readability and Layout Adjustments

A few students recommended minor design

adjustments such as larger fonts or clearer panel

labeling to improve readability (R5, R16, R27, R40).

Well-designed visual layouts enhance usability and

learner satisfaction [23].

4 CONCLUSIONS

1. The pretest results showed that both the

experimental and control groups had comparable

levels of understanding of Williamson’s Turn prior

to the intervention, indicating that the groups were

academically equivalent at the start of the study.

2. The posttest results revealed that the experimental

group outperformed the control group in

understanding Williamson’s Turn after the

implementation of the researcher-designed SEAM5

comics.

3. There was a significant improvement in the pretest

and posttest performance of the experimental

group, indicating that the use of SEAM5 comics

effectively enhanced students’ understanding of

Williamson’s Turn.

4. The control group also showed a significant

improvement between pretest and posttest scores,

although the gain was lower compared to the

experimental group, indicating the effect of

traditional instruction.

5. The mean gain of the experimental group was

substantially higher than that of the control group,

showing that students exposed to the SEAM5

comics achieved greater learning improvement.

6. There was a significant difference in the mean gain

between the experimental and control groups,

confirming that the researcher-designed SEAM5

comics were more effective than traditional

instructional methods.

7. The researcher-designed SEAM5 comics were rated

with a Very High level of acceptability by both

students and instructors, indicating that the

material was appropriate, relevant, and suitable for

SEAM5 instruction when taken as an entire group

and when classified according to role.

8. The SEAM5 comics also obtained a Very High level

of satisfaction from both students and instructors,

showing that the instructional material was

engaging, clear, enjoyable, and effective in

supporting learning when taken as an entire group

and when classified according to role.

9. The qualitative feedback revealed that respondents

appreciated the comics for their visual appeal,

clarity, and engaging format, while also identifying

minor limitations such as the need for additional

visuals, improved text-illustration balance, and

enhanced layout features, leading to suggestions for

further refinement of the instructional material.

801

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