Development and Validation of ComicSIM on Volcanic Activity With a PISA-Aligned Assessment Tool

Sheila Barajan; Erdee Cajurao

doi:10.17309/jltm.2026.7.2.05

Authors

Sheila Barajan Buensuerte Integrated School https://orcid.org/0009-0003-6249-6398
Erdee Cajurao College of Education, Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology https://orcid.org/0000-0001-5695-2850

DOI:

https://doi.org/10.17309/jltm.2026.7.2.05

Keywords:

comicSIM, strategic intervention material, PISA, volcanic activity, Grade 9 science

Abstract

Objectives. Comic-based instructional materials demonstrate measurable gains in student engagement and scientific literacy; yet few studies integrate comic formats with Strategic Intervention Materials (SIMs) and PISA-aligned assessment for Earth Science in Philippine secondary schools. This study developed and validated ComicSIM, a comic-based SIM on volcanic activity for Grade 9 Science, alongside a PISA-aligned assessment tool comprising 20 items across eight lessons.

Materials and methods. A descriptive-developmental design was used. Five expert jurors holding graduate qualifications in science education or curriculum development, with at least five years of professional experience, independently evaluated both instruments. ComicSIM was assessed across seven sub-criteria using a 5-point rubric; inter-rater agreement was measured using Fleiss’ Kappa. The PISA-aligned assessment tool was evaluated using a 15-item alignment instrument with a 4-point scale; internal consistency was assessed using Cronbach’s Alpha.

Results. ComicSIM achieved a weighted mean of 4.5 (Excellent) and a Fleiss’ Kappa of 0.70 (substantial agreement). The PISA-aligned assessment tool obtained an alignment mean of 3.8 (Strongly Agree), a dimension mean of 4.93 (Excellent), and a Kappa of 0.87 (almost perfect agreement). Cronbach’s Alpha of 0.88 confirmed strong internal consistency.

Conclusions. Both instruments are expert-validated, reliable, and suitable for use in advancing PISA-aligned scientific literacy instruction in Philippine secondary science classrooms, pending confirmation of classroom effectiveness through empirical research

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Author Biographies

Sheila Barajan, Buensuerte Integrated School

Department of Education, Schools Division of Masbate Province
National Road, Buenasuerte, Pio V. Corpuz, Masbate, Philippines
sheila.flaviano@deped.gov.ph

Erdee Cajurao, College of Education, Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology

Cabitan, Mandaon, Masbate, Philippines
erdz.cajurao@gmail.com

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