Comics as a Socio-Behavioral Tool for Economic Literacy: A Process Evaluation of a Senior High School Learning Intervention

Abstract

This study presents a process evaluation of the eKOnoMIKS: Comics-based Literacy Project, an economic literacy extension project implemented among Grade 11 students at Casisang National High School in Malaybalay City, Bukidnon, Philippines. Anchored in the theory of change and guided by a process evaluation design, this research employed both quantitative and qualitative approaches, with document analysis as the primary method of data collection. Project documents including the project proposal, pre- and post-test scores, progress and monitoring reports, and participant feedback forms were systematically examined to evaluate implementation fidelity, key activities, and immediate outcomes. Key findings indicated a statistically significant improvement in students economic literacy, supported by qualitative feedback that affirmed alignment with the projects formative intended outcomes. However, the evaluation also revealed several challenges, including logistical constraints, limited resources, scheduling conflicts, and difficulties in maintaining student engagement, highlighting the complex nature of implementing school-based interventions. The study concludes that the eKOnoMIKS project was both effective and contextually appropriate for senior high school learners, largely due to its structured design and process-driven implementation. Implications point to the need for future literacy interventions to incorporate strategies that address operational barriers, such as flexible timelines, strengthened resource allocation, and enhanced engagement mechanisms to promote sustained impact and program continuity.