The Effect of Using Storyboard on the Development of Communication Competence in Reading and Writing Health Sciences of Saint Louis College Students

Abstract

This study examines the effect of using storyboards on the development of health science communication competence among students at Saint Louis College. The research aims to (1) compare students' reading and writing skills before and after learning with storyboards, (2) assess students' communication competence in health science reading and writing after using storyboards, and (3) evaluate students' satisfaction with learning through storyboards.
The sample consisted of 120 students selected through purposive selection. The research instruments included a reading and writing knowledge test, a communication competence assessment for reading and writing using storyboards, and a student satisfaction questionnaire regarding the use of storyboards in teaching.
Data were analyzed using descriptive statistics, including mean and standard deviation, and a paired samples t-test to compare pre- and post-intervention results. The findings revealed that students' reading and writing competence significantly improved after using storyboards, with statistical significance at the .05 level. Additionally, students reported a high level of satisfaction with learning through storyboards, indicating that storyboards are an effective tool for enhancing health science communication competence.