International Research Journal of Education and Technology

This study focuses on the creation and validation of contextualized e-comics designed to make General Chemistry more engaging and easier to understand for Senior High School students. Using a descriptive-developmental research design, the e-comics were carefully developed based on a needs assessment, alignment with the K-12 Science Curriculum, and valuable insights from chemistry experts and teachers. Ten experts and ten teachers evaluated the material, ensuring that every aspect—from content accuracy to visual appeal—met high educational standards. A total of 43 STEM students from PHINMA–Araullo University participated in the evaluation of the e-comics during the 2024–2025 academic year. Results from the pretest and posttest revealed clear improvement in students’ performance. Before the intervention, 48.8% of students were in the “Very Good” range (19–24) with a mean score of 19.65. After using the e-comics, the percentage of students in the “Outstanding” range (25–30) more than doubled from 14.0% to 34.9%, showing a significant upward shift in achievement. Expert and teacher evaluations also rated the e-comics as “Very Satisfactory,” with average scores of 3.40 and 3.60, respectively. This study concludes that the e-comics successfully simplified challenging chemistry concepts while encouraging active learning and motivation. It is recommended to enhance the material further by adding interactive and gamified elements to make the learning experience even more dynamic and relevant.

Key Words:  e-comics; chemistry; visual  appeal; narrative appeal;