Enhancing Wind Energy Awareness Among Fourth-Grade Students: The Impact of Comic-Based Learning on Environmental Education

Comics, recognized for their narrative engagement and visual appeal, have increasingly been used to support science education, yet their application in environmental awareness, particularly among primary school students, remains underexplored. This study investigates the effect of using comics as an educational tool on fourth-grade students’ awareness of wind energy, comparing it to traditional teaching methods. A quasi-experimental design was implemented, with 60 students divided into an experimental group (n = 30) and a control group (n = 30). The intervention lasted four weeks, with pre-test and post-test assessments using a six-statement Likert scale questionnaire. Descriptive statistics showed that the experimental group improved their awareness scores from a mean of 2.80 (SD = 0.50) to 4.30 (SD = 0.40), whereas the control group’s scores increased only marginally from 2.85 (SD = 0.55) to 3.00 (SD = 0.50). A mixed ANOVA revealed a significant interaction between teaching method and time (F(1, 116) = 26.88; p < 0.001; η² = 0.19), indicating a large effect. A repeated measures ANOVA confirmed that the improvement in awareness levels was significantly higher in the experimental group (F(1, 116) = 37.24; p < 0.001; η² = 0.24). Cohen’s d for the change in awareness scores in the experimental group was 1.52, indicating a very large effect. A repeated measures ANOVA confirmed that the improvement in awareness levels was significantly higher in the experimental group (F(1, 116) = 37.24; p < 0.001). These findings support the effectiveness of comics in enhancing environmental education, suggesting the integration of visual storytelling into curricula to improve student engagement and the comprehension of renewable energy concepts.