Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Increasing reading comprehension skills and intrinsic motivation in students has consistently been a top priority for schools across the country. In order to promote a growth in these skills, teachers search for materials and strategies to help those students who struggle with reading. Research has demonstrated that graphic novels can be an effective tool in improving reading comprehension and motivation with students who lack motivation for reading. This study used a quantitative experimental design with two groups to compare students’ reading comprehension and intrinsic motivation scores. The control group (n = 27) received direct instruction with the science basal text and the treatment group (n = 27) received graphic novel instruction. Independent and paired samples t-tests were conducted to determine the difference in reading comprehension and intrinsic motivation scores between the two groups. The results of this study suggest the use of science based graphic novels used with the treatment group doubled the reading comprehension and intrinsic motivation scores.

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