Interview thematic analysis

Comics have images which are colored to make math lessons look attractive. The research used interviews as the primary source of data which was conducted by the teacher of the class taught mathematics using comics. The interviewers were three students from a class that was taught mathematics using comics; Abidah, Azimah, and Shahwani. The teacher taught the class with the students to interview distance and time graph using comics. Abidah During the interview Abidah was reluctant to answer the questions in detail, he gave short answers like yes and no without much explanation. The student was not sure about reading notes which had comics since he was conversant with normal notes. When asked to choose between normal notes and notes with comics he claimed that “normal notes are easy to understand because I am used to reading normal notes.

” This answer assured that when teaching it is important to understand the students being taught before choosing the teaching technique. Intellectual abilities of students depend on styles of learning and thinking hence ignoring what students want to put their learning in jeopardy. Learning differences do not mean that there are differences in abilities; it just that most students’ adaptation of learning styles varies depending on the situation at hand. Instead, supporting tools like the use of colors in math drawings could help them do better. It is not a must for a teacher to change the entire technique, but he or she can incorporate some supporting tools to make the technique more efficient. Azimah This student looked happy and comfortable when considering how she was answering the questions asked during the interview.

She started by acknowledging that the mathematics class taught using comics was amusing more than regular math classes which do not have comics. When asked by the teacher what made the comics enjoyable, she answered, “because of the pictures and colors. Azimah was able to understand the distance-time graph using since it was colored and each line in the graph was well presented. When asked about the lines representing speed she confidently answered, “Line A is steeper, the steeper the line, the faster the speed. Line B is a bit lower, so the speed is slower. ” This proved that she had understood what was being taught in the class. She also claimed that “If we understand, no” when asked if mathematics was hard.

She assured that “comics are a bit more colorful, compared to just black and white. And comics not only illustrate but are also fun. ” Most students have a negative attitude towards mathematics and the best means of making them consider mathematics and give them meaningful opportunities in their learning is to make learning fun. Students are always willing to take risks and participate in learning when teachers teach using fun techniques and engaging with them. Making the learning process enjoyable helps students retain the information since most times fun is memorable than dull moments (D'Apice & Manzo, 2015). When students are taught using a fun method, they tend to remember the information. Comics have colors which affect the emotions of students; hence when used in teaching they trigger positive emotion which helps students learn well.