Cartoon-based instruction improves concept mastery and problem-solving in secondary physics

Abstract This study investigated the efficacy of cartoon-integrated instruction for enhancing concept mastery and problem-solving in secondary physics. A quasi-experimental design employed pre-test equivalence to assign 41 students to experimental ( n = 20) and control ( n = 21) groups. The experimental group learned about sound waves using curated cartoons and animations, while the control group received conventional instruction. Post-test results revealed the experimental group achieved a significantly higher mean score (18.06 vs 13.33) and lower dispersion (SD = 3.88 vs 6.86). A Welch independent-samples t -test confirmed a statistically significant difference, t ( 25.5 ) = 2.388 , p = 0.0247 , with a large practical effect (Cohen’s d = 0.85). These findings provide empirical support for cartoon-integrated instruction as a method to foster effective and more uniform concept understanding among diverse learners.