Intervention Lessons Research Articles

Covid-19 Pandemic and Persons with Disabilities: Impacts and Risk Factors, Lessons for Future Interventions

Background The pandemic has disrupted the lives of many globally including persons with disabilities. These disruptions are universal. However, the vulnerable communities are more affected. Purpose The study examines impacts on persons with disabilities to share knowledge and inform interventions that ensure persons with disabilities are supported. Methodology The study is a systematic literature review using different search engines to search for scholarly articles all over the globe. Results Persons with disabilities have been negatively impacted in numerous ways: lack of access to healthcare services, inadequate rehabilitation services, increased human rights violation, stigmatization and discrimination, increased risk of dying, being subjected to violence, losing financial income, lack of access to education and treatment, increased in neglect and traumatization, poverty, lack of access to food, decreased in community support; and worse of all, in comparison with the overall population, the death of persons with disabilities during the Covid-19 is higher. These impacts were precipitated by inaccessible built environment and sense of touching, lack of disability sensitive policies, increased prevalence of risk factors, difficulties in adhering to WHO recommendations, pervasiveness of underlying health conditions, lack of disability-friendly information and inclusive intervention, national budget cuts; and poorly funded institutions. Conclusion Persons with disabilities have been negatively impacted due to many risk factors peculiar to them.

3. Impact of Parent-Adolescent Relationship Quality and Sexual Health Communication on Parental Willingness to Support Adolescent Use of Pre-Exposure Prophylaxis for HIV: Lessons for Post-Pandemic Sexual Health Interventions

Pre-exposure prophylaxis (PrEP) is a safe and highly effective method of HIV prevention, yet PrEP use among US adolescents at risk for HIV has been low. Sexual health communication between parents and adolescents has been shown to decrease teen pregnancy and increase condom use, but data are scarce on the impact of communication on PrEP use. We wanted to understand parents’ perspectives on PrEP and the role of parent-adolescent relationship quality and sexual health communication on parents’ willingness to support their adolescent using PrEP (“PrEP willingness”), to inform post-pandemic interventions to improve PrEP uptake among adolescents at risk for HIV.

Teaching and learning Physics using interactive simulation: A guided inquiry practice

The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners’ conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention lesson using the integration of IST in the science classroom, and a control group (n = 30) that continued with the conventional teaching method. We adopted a mixed-method approach for this research. Data were collected through a pre-post achievement instrument, classroom observations, and focus group interviews. Data were analysed using the Mann-Whitney U-test, the Wilcoxon signed-rank test, and content analysis. It was found that the mean rank rating of the pre-test results for learners in both groups was not significantly different. However, the Mann-Whitney U-test indicated that learners’ conceptual understanding measured in the post-test result was greater for the experimental group (mean rank gain score = 38.83) compared to the control group (mean rank gain score = 22.17), U = 200.0, p = 0.000185. This finding indicates that integrating IST into inquiry-based activities can be used efficiently to improve learners’ in-depth knowledge of science concepts.

How early mathematics interventions support mathematics vocabulary learning: A content analysis

AbstractWhile there is a strong research base that supports intervening early in mathematics, research investigating the importance of mathematics vocabulary is still emerging. Practitioners and researchers may benefit from understanding how mathematics interventions support mathematics vocabulary acquisition, particularly for students who struggle with learning mathematics. Thus, the purpose of this study was to conduct a mathematics vocabulary content analysis across seven kindergarten and first‐grade mathematics interventions. Across the intervention lessons, we recorded suggested teacher and student actions related to mathematics vocabulary instruction. The results indicated the most common instructional strategies used to teach mathematics vocabulary include: providing students with the opportunity to apply the meaning of the vocabulary term (94.7%), using representations (66.4%), and asking students to respond to teacher prompts using the term (44.7%). Overall, 29.7% of lessons clearly defined vocabulary terms, and 5.8% of lesson objectives addressed teaching the definition of the term. We discuss implications for researchers and practitioners to supplement interventions with opportunities for students to learn, practise, and apply mathematics vocabulary.

The BALANCE nutrition education intervention for adolescents with ASD: A formative study in a school setting

BackgroundAdolescents with autism spectrum disorder (ASD) may consume fewer types of foods overall and consume more processed foods than their typically developing peers. This study aimed to collect formative data to develop an eight-week school-based nutrition intervention for adolescents with ASD (Phase I) and to examine the feasibility and acceptability of the intervention in a school setting (Phase II). MethodFocus groups, interviews, surveys, and feasibility testing of outcome measures (dietary intake, psychosocial determinants, height, weight) were conducted. Eleven adolescents and nine parents participated in formative focus groups and interviews, and twelve adolescents participated in a subsequent pilot intervention of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education). Lessons included group-based activities and tasting sessions and lasted 45−50-min. Descriptive statistics and thematic analysis were conducted. ResultsAdolescents and parents discussed the importance of having social modeling, visual cues, and student-led initiatives in a nutrition intervention. BALANCE lessons were administered with 100 % adherence, high quality, and 100 % exposure. On average, 11 students attended the intervention lessons (ranged 10–12). Participants reported that the intervention was acceptable; sensory exposure was an important component. ConclusionsInstrument feasibility varied by age and social communication skill level, suggesting that measures should be carefully selected. The BALANCE intervention was feasible to implement and acceptable to adolescents with ASD.

Evaluation at the Level of Health Facilities, of the Protective Efficacy of LLINs in Children under 5 Years Old from Localities of Low and High Resistance of Vectors to Pyrethroid Insecticides in Benin in West Africa

Context: The resistance to pyrethroids in malaria vectors continues to grow in Africa and could therefore compromise or reduce substantially the effectiveness of LLINs in preventing malaria. It is therefore of paramount importance to evaluate the protective efficacy of LLINs in children sleeping in areas of vector resistance to insecticides in order to draw lessons for future interventions. This study assesses the effect of the use of LLINs on malaria morbidity in clusters of low and high resistance of vectors to pyrethroids. Methods: This is a cross-sectional case-control study with one control for one case that was conducted in the communes of Kétou, Ifangni, Kétou, and Pobè in the Plateau department of southern Benin. The use of LLINs and malaria morbidity was measured and compared in children from clusters of low and high vector resistance to insecticides. In each commune, 30 cases and 30 controls were recruited for a total of 240 children under 5 years of age from villages with low and high insecticide resistance. Results: According to the localities of origin of the children, of all parents of children surveyed, 169 (70.4%) asserted the children slept under an LLIN the day before they arrived at the health center. This rate represents 70.8% (85 children) among the cases and 70.0% (84 children) among the controls without significant difference (p = 0.8). The use of LLINs the day before the survey, the frequency of their use during the two weeks preceding the day of the survey, their availability at the household level, the use of other tools for protection against mosquito bites are the same in the two groups of children (cases and controls) (p > 0.05) as well in low and high resistance villages. On the other hand, the parasite prevalence, the splenomegaly and the geometric means of the parasite densities, are significantly higher in the cases than in the controls (p < 0.05). Conclusion: The evaluation of epidemiological indicators in children under five years old at the level of health centers did not enable demonstrating the impact of resistance on the operational effectiveness of the LLINs. The information collected within the four health facilities only reflects the situation that should normally be seen in the population under the real conditions of use of LLINs in high and low resistance areas.

The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

Abstract&#x0D; This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students.&#x0D; Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

The Impacts of Coordinated-Bilateral Ball Skills Intervention on Attention and Concentration, and Cardiorespiratory Fitness among Fourth-Grade Students.

Background: Both cognitive function and cardiorespiratory fitness are significant correlates of physical and mental health. The exploration of innovative school-based PA intervention strategies to improve cognitive function and cardiorespiratory fitness is of great interest for researchers and school educators. This study aimed at examining the effectiveness of the coordinated-bilateral ball skills (CBBS) intervention in improving cognitive function and cardiorespiratory fitness among 4th-grade students. Methods: This study used a two-arm, quasi-experimental research design. The students (n = 347) in the intervention group received 16-weeks of CBBS intervention lessons in basketball and soccer. The students (n = 348) in the comparison group received 16-weeks of regular basketball and soccer lessons. All participants were pre- and post-tested with the d2 Test of Attention and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test before and after the 16-week CBBS intervention. The data were analyzed by means of descriptive statistics and linear mixed models. Results: The linear mixed models yielded a marginal significant interaction effect of time with the group in their concentration (F(1, 680.130) = 3.272, p = 0.071) and a significant interaction effect of time with the group in their attention span (F(1, 785.108) = 4.836, p = 0.028) while controlling for age and the baseline concentration score. The linear mixed model also revealed a significant main effect of time in focused attention (F(1670.605) = 550.096, p = 0.000), attention accuracy (F(1, 663.124) = 61.542, p = 0.000), and cardiorespiratory fitness (F(1, 680.336) = 28.145, p = 0.000), but no significant interaction effect. Conclusions: The CBBS group demonstrated a significant improvement in concentration performance and attention span over time, compared to the comparison group. Both groups improved their focused attention and attention accuracy as well as cardiorespiratory fitness over time. This study suggests that teaching ball skills in team sports for extended periods is instrumental to developing cognitive functions and cardiorespiratory fitness, though the CBBS lessons resulted in greater improvement in concentration performance and attention span.

The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: Reflections of the pupils and their teacher

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.

O13 Acceptability, Perceived Benefits, and Unintended Consequences of a Virtual Nutrition Intervention for Adolescents with Autism Spectrum Disorder (ASD)

<h3>Background</h3> Adolescents with ASD exhibit an increased prevalence of problematic eating behaviors, such as food selectivity, or consuming a narrow range of foods, and consume more energy-dense foods and fewer fruits and vegetables than typically developing children. <h3>Objective</h3> The purpose of this study was to examine the acceptability, perceived benefits, and unintended consequences of a virtual implementation of BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education), an 8-week theory-driven nutrition intervention for adolescents with ASD. <h3>Study Design, Setting, Participants</h3> A qualitative study design was used. Twenty-seven adolescents aged 12-20 years who attended the BALANCE intervention and their parents participated in the study. Twenty-one parents participated in an interview. Six focus groups with 1 to 5 adolescents in each group were conducted. Data were collected virtually via Microsoft Teams. <h3>Measurable Outcome/Analysis</h3> Focus groups and interviews were audio-recorded and transcribed. Data were analyzed for a priori and emergent themes regarding intervention acceptability (likes, dislikes, satisfaction, and suggestions for improvement), perceived benefits, and unintended consequences. <h3>Results</h3> The intervention was generally acceptable to participants. Parents described, "I was so impressed," "I feel like [he] was so happy," and "he is more open to try new things." Themes for acceptability included "virtual format," "group setting," "autonomy/independence," "sensory components," "interaction," "reinforcement," and "parent component." Themes for perceived benefits included "diet changes," "healthy weight," "knowledge/awareness," "behavioral skills," "self-efficacy," "outcome expectations," "outcome expectancies," and "other lifestyle changes." "Anxiety/discomfort" during intervention lessons was an emergent theme regarding unintended consequences. <h3>Conclusion</h3> Our findings suggest that a virtual implementation of BALANCE was acceptable according to adolescents with ASD and their parents based on their reported perceptions and feelings about the intervention. Based on participant feedback, many adolescents with ASD may benefit from small group interventions, and virtual interventions are a convenient option for some adolescents and parents.

Intervention Strategies and Lessons Learned From a Student-Led Initiative to Support Lactating Women in the University Setting.

The benefits of breastfeeding for mother and baby are strongly supported by research. However, lactating parents who return to school or work soon after delivery face many barriers to continued breastfeeding. This article presents a student-led initiative to support lactation at a large public university that emerged from advocacy efforts of student mothers of color. The socioecological model was used as a framework to understand and address the multifaceted influences on breastfeeding practices. Project activities included providing breastfeeding education to lactating parents and their partners, measuring availability and accessibility of lactation spaces, improving lactation spaces, connecting university stakeholders, and strengthening university lactation policies. The project achieved the following outcomes: formation of a stakeholder group with members across campus departments, improvement in accessibility and appropriateness of lactation spaces, provision of breastfeeding services through workshops and one-on-one appointments with lactation educators, and creation and dissemination of an online toolkit outlining parents' lactation rights and support available on campus. Comprehensive lactation support at universities is essential to enhance educational and professional equity for women and to promote postpartum and infant health. Throughout the project implementation, the team learned many lessons that can help guide similar university initiatives.

The Effects of Reciprocal Teaching on Perceived Reading Comprehension Self-Efficacy: Reflections of Post-Graduate Students and their Professor

This study examined the effects of reciprocal teaching (RT) on the perceived reading comprehension self-efficacy of post-graduate students. The study was designed in pre-test post-test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom professor who carried out the intervention lessons. Participants consist of typically developing post-graduate students from a state university (n = 34) in Pakistan. While the intervention group used a total of 36 lesson hours of RT techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group.

The Tripartite Intervention: Breaking Down Attitudinal Barriers in Education

Abstract Students with disabilities face attitudinal barriers to social inclusion. Poor attitudes toward disability can impact friendship development between students with and without disabilities and result in social exclusion. Fortunately, a body of literature exists, which suggests that educational interventions can help to enhance students’ attitudes toward disability. Such interventions, however, vary in both their approach to teaching students about disability experiences and their effectiveness. This paper presents the Tripartite Intervention, a 12-lesson intervention created for junior-level elementary students that targets cognitive, behavioural, and affective dimensions of attitude. This paper provides a high-level overview of the intervention lessons, as well as, offers readers some practical considerations for implementation. Those interested in utilizing the Tripartite Intervention for educational or research purposes are encouraged to contact the author for intervention materials and training opportunities.

Epidemiology and clinical presentation of glaucoma in a referral facility in Ghana: Any lessons for public health intervention?

The purpose of this study was to evaluate the epidemiological and clinical profile of patients living with glaucoma and receiving care in a tertiary eye center in Ghana. This was a hospital-based retrospective study of clinical records of glaucoma patients from January 2010 to December 2019. The study involved collating demographic information of patients, clinical presentation, and the management of glaucoma. A total of nineteen thousand (19,000) charts were retrieved from the eye center’s archives. Out of these, 660 (3.5%) records of patients qualified for the study and were analyzed. There were 398 (60.3%) males and 262 (39.7%) females. Their ages ranged from 9 to 86 years (mean age = 47.30; SD ± 16.86 years). The averages of ocular parameters of 1,320 eyes (660 patients) were visual acuity = 0.26 ± 0.55 logMAR; intraocular pressure: 17.31 ± 6.11 mmHg; cup-to-disc ratios: 0.67 ± 0.17 D; and the average retinal nerve fibers thickness was 95.03 ± 21.74 μm. The mainstay of treatment was the sole use of medication. Males were the major group receiving glaucoma care at the tertiary level. Glaucoma cases included juveniles but the mean age suggests most were of adult-onset. Socio-demographic characteristics affected the diagnosis and management of glaucoma among patients receiving care at a referral center. Public health, stakeholders, and policymakers’ interventions can help identify individuals with glaucoma.

Instituting village savings and loan associations scheme through action research in Zimbabwe

lage savings and loan associations schemes have become one of the critical survival strategies amidst poverty, inequality and financial exclusion thus helping low income communities to ride out poverty and make their savings and to eke out a living. However, the use of scientific procedures by ordinary people when establishing such initiatives in their villages is under-reported. This study, therefore, sought to test the utility of the action research (AR) methodology in establishing a low cost village savings and loan associations scheme intervention, with a view to assessing the extent to which the scheme can improve the livelihoods of members of the scheme, and draw lessons for future interventions. The process involved planning, designing, establishing and evaluating a village savings and loan association scheme initiative involving 15 individual members (inclusive of the researcher) in ward 8 of Seke district, Zimbabwe. Results showed that creating village savings and loan associations is possible using action research, as community participation in the design, implementation and day-to-day operations of such initiatives guaranteeing ownership and control of the initiative by the host group scheme are almost natural to action research. One of the comparative advantages of using action research is that it creates spaces for ordinary people to share their experiences, reflect, and come up with context-specific solutions, as they take responsibility for their financial wellbeing, thus helping to meet their socio-economic needs and aspirations. The strength of village savings and loan associations is that they can be replicated. The study recommends that in the era of COVID-19, social distancing rules and regulations introduced to contain the virus should be observed.

Amniotic fluid embolism: lessons for rapid recognition and intervention

ABSTRACTAmniotic fluid embolism is a rare, often fatal complication of labor and delivery. The classic presentation is the sudden onset of a triad of clinical manifestations: hypoxia, hypotension and coagulopathy. Understanding of the syndrome as an immunologically mediated, complicated and often catastrophic maternal response to fetal or placental antigens is coming into focus. New treatments such as extracorporeal membrane oxygenation (ECMO) and better use of old treatments such as transfusion offer hope, but the condition is often rapidly fatal, so saving the maternal and fetal lives depends on rapid recognition of the syndrome. This series of three cases illustrates the clinical features enabling the rapid recognition needed for successful treatment of amniotic fluid embolism syndrome.

Comprehensive study on impact assessment of lockdown on overall ambient air quality amid COVID-19 in Delhi and its NCR, India

Indian government announced the complete lockdown from 25 March, 2020 for all outdoor activities across the country due to containment of COVID-19. This study is an attempt to assess the impacts of lockdown on ambient air quality in five cities of Indian National Capital Region including Delhi, Gurugram, Noida, Ghaziabad and Faridabad. In this context, the data of air pollutants (PM10, PM2.5, NOx, NO, NO2, SO2, NH3, SO2, CO, and C6H6) from 36 locations of the study area were analyzed from 1st March to 1st May, 2020. The results showed that PM10 and PM2.5 level decreased upto 55–65 %. NOx and NO have shown maximum reduction (∼ 50–78 %). Similarly, consistent and significant reduction in other air pollutants such as SO2 (∼33 %), CO (∼45 %), NH3 (∼27 %) and C6H6 (∼53 %) has been observed. During lockdown Air Quality Index (AQI) shows improvement as its value significantly decreased (∼ 45 %–68 %). An interesting feature observed that during first week of lockdown O3 decreased but later it increased by ∼19−27%. The study suggests that this pandemic gives lessons for interventions for urban air pollution mitigation in controlling the health impact due to urban air pollution.

Challenges Using Technology in a Health Coaching Intervention, Early Lessons Learned

Technology provides opportunities to engage with those who are too busy, overwhelmed, or distant for face-to-face interventions, such as lay caregivers of adults with heart failure. While testing the efficacy of virtual health coaching for caregivers on stress and self-care we have encountered challenges in implementing the intervention and learned early lessons. Caregivers (n=250) enrolled into a randomized controlled trial receive a Samsung Galaxy tablet with Internet access. Half receive health information by tablet (control) and half receive 10 live virtual health coaching sessions plus health information all by tablet (intervention). Tablets are configured to allow access to preselected websites and a Vidyo conference room for the intervention group. Completing the first 6 months of enrollment, 36 caregivers have enrolled (34% black, all female, 74% spouses, mean age 56.4 years, 40% employed full-time, mean 9.3 hours spent caregiving daily), with 18 randomized to intervention. Only 2 of the 79 assessed for eligibility reported discomfort with technology. Yet, one early challenge is difficulty connecting with the health coach via Vidyo. Another is the uncertain nature of the patient’s condition, which frequently precludes the caregivers’ attendance at prescheduled sessions. Although tablets were anticipated to facilitate the intervention, in some cases, these two challenges interact to further accentuate caregiver stress. Alternatives such as FaceTime and plain old telephone contact suffice. We found that flexibility in intervention delivery is essential for such a real-world intervention. Contributing factors and implications of these challenges for future caregiving research and practice will be discussed.

Predicting Childhood Overweight in Linked Administrative Data: Are There Lessons for Targeting Early Years Interventions?

IntroductionMany early years interventions, e.g. UK’s Family Nurse Partnership, aim to provide additional support to higher need families to prevent poor health and development. Most prediction studies using cohort surveys have had limited success in identifying which families to target for such interventions. Objectives and ApproachTo examine whether the breadth and volume of information available in linked administrative data can predict childhood overweight (defined using International Obesity TaskForce cut-offs) at age 5 years. Data for all children born in Scotland 2011-2012 (n~120,000) were sourced from: birth registration records, maternity hospital records, health visitor and school health checks, immunisation records, prescription data. Predictors spanned socio-economic (e.g. neighbourhood deprivation, occupational status), demographic (e.g. mother’s age, number of children), birth (e.g. birthweight, APGAR score), service planning (allocation to core/additional services), and health (e.g. smoking in pregnancy, overweight at age 3y). Sensitivity, specificity and positive predictive values (PPV) for each predictor was considered. The collective predictive power of &gt;20 variables (selected a-priori) (complete case sample, n~22000) was examined using conventional area under the curve (AUC) and three machine learning methods: decision tree classification, random forest, gradient boosted trees. ResultsOverweight at 3y was the strongest predictor of overweight at 5y (sensitivity:0.53; specificity:0.89; PPV:0.51). AUC and the machine learning approaches prioritised different sets of predictors, but all included overweight at 3y. All produced ‘Moderate-Good’ predictive power, falling to ‘Poor-Moderate’ when overweight at 3y was excluded. Multiple imputation will be carried out to address item missingness. ConclusionOverweight at 3y was the most informative predictor, yet 49% who were overweight at 3y were not by 5y. Models excluding overweight at 3y had poor predictive power, indicating the challenge of targeting interventions to prevent overweight. Thus, universal interventions addressing the upstream determinants of childhood overweight are likely to have greatest success in supporting child health.

The Role of Comics in Elementary School Science Education

Comic books can be and are produced mainly for science communication. Comics are more favorable to be read by the students as comics engaged students in reading compared to thick science textbooks. This study explored the role of comics as an aid in teaching elementary school science on the topic of ‘Plant Systems’ using an action research approach. A total of 18 Grade 5 students from one of the elementary schools in Brunei Darussalam participated in the study. A 15-page fully colored comic featuring a leaf fairy character called ‘Nym’ was utilized to teach the students alongside various activities about plants during the intervention lessons. A pre-test was administered prior to the lesson to establish their existing knowledge of the topic, and then a post-test administered after all the intervention lessons were completed.&lt;strong&gt; &lt;/strong&gt;The results from the achievement scores analyzed between the pre- and post-tests indicated that the students’ knowledge on ‘Plant Systems’ improved significantly.&lt;strong&gt; &lt;/strong&gt;The students were found to be interested, engaged and enthusiastic in the use of comics as revealed from the thematic analysis of the interviews. There are also vast potentials for comics to be used regularly to support learning in science-related classrooms.