Effectiveness of Graphic Novels in Teaching Classic Literature to High School Students

Abstract

The study explores the effectiveness of graphic novels in teaching classic literature to high school students, drawing on a diverse range of literature from the United States, Canada, Europe, and African countries. With a theoretical foundation in Dual Coding Theory, the research investigates how graphic novels engage both verbal and visual pathways to enhance comprehension and engagement. Through a comprehensive review of existing studies, the findings reveal that graphic novels positively impact student engagement, motivation, and critical thinking skills. The visual elements in graphic novels provide additional cues and context, aiding students' understanding of complex themes and characters. Additionally, graphic novels serve as a bridge to diverse perspectives and cultural contexts, making classic literature more accessible and relatable to students from varied backgrounds. Practical implications include guidance for educators on integrating graphic novels into curricula to create dynamic and inclusive learning experiences. Policymakers can use the evidence to advocate for policy changes supporting the use of graphic novels in literature education, promoting visual literacy and equity in classrooms. Overall, the study contributes to theory by supporting Dual Coding Theory, offers practical insights for educators, and suggests policy recommendations for a more engaging and inclusive literature curriculum.