THESIS

i
UNIVERSITY OF THE PHILIPPINES
Bachelor of Arts in Journalism

Juan Miguel Ala-Tolentino
A Study on the Effectiveness of the Editorial Cartoons

of the Philippine Collegian
Thesis Adviser:
Professor Evelyn Katigbak, M.A.
College of Mass Communication
University of the Philippines Diliman
Date of Submission
May 2015
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Available only to those bound by confidentiality agreement
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ii
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________________________
May 2015
iii
A STUDY ON THE EFFECTIVENESS OF THE EDITORIAL CARTOONS

OF THE PHILIPPINE COLLEGIAN
by
JUAN MIGUEL ALA-TOLENTINO
has been accepted for

the degree of BACHELOR OF ARTS IN JOURNALISM
by
Professor Evelyn Katigbak

and approved for the
University of the Philippines College of Mass Communication
by
Dr. Roland B. Tolentino

Dean, College of Mass Communication
iv
BIOGRAPHICAL DATA
PERSONAL DATA
Name
Permanent Address
249 Aguinaldo Highway, cor. Malabag Road,

Silang, Cavite
Telephone Number
(+63) 935-381-9793
Date and Place of Birth
04 September 1994, Pasay City
EDUCATION
Secondary Level
Rogationist College High School Department,

Silang, Cavite
Primary Level
Valedictorian, Fr. Luigi Caburlotto School,

Silang, Cavite
WORK EXPERIENCE
Editor and contributor for Gospel Komiks Magazine,

Communications Foundation for Asia, 10 months
ACHIEVEMENTS
University Scholar: 2nd semester AY 2012-2013

College Scholar: 1st semester AY 2011-2012,
1st semester AY 2012-2013, AY 2013-2014
v
ACKNOWLEDGMENTS
This undergraduate study is listed under my name, but this is in no way a work
undertaken alone. This research would not have been possible without the help of the
following people, to whom I express my gratitude.
To Prof. Evelyn Katigbak, my thesis adviser, for guiding this research back on
track whenever it becomes too convoluted or off-point;
To May Joy Capistrano (editor-in-chief), Ysa Calinawan (graphics editor) and
Patricia Ramos (illustrator), for taking the time off their busy schedules at the Collegian
to assist in this research through the focused interviews;
To my mother, Olive Ala-Tolentino, for helping out in transcribing the interviews,
and for encouraging me in spite of the challenges that this study brought me;
To all the first-year respondents who helped me graduate by participating in the
survey in spite of the inconvenience;
To everyone who led me to the right direction whenever I literally got lost in the
university, to everyone who constructively criticized my work, to everyone - named and
unnamed - who helped craft this study in one way or another:
Thank you.
vi
DEDICATION
To the Philippine Collegian
To critical and fearless artists and journalists
vii
ABSTRACT
Tolentino, J. M. (2015). A Study on the Effectiveness of the Editorial Cartoons of the
Philippine Collegian. Unpublished Undergraduate Thesis, University of the Philippines
College of Mass Communication.
This study examines the effectiveness of the editorial cartoons in the Philippine
Collegian, the official student publication of the University of the Philippines Diliman,
focusing on the perception of the readers of the publication.
The research was guided by two theories, Grices (1981) conversational
implicature theory and Fishers (1989) narrative paradigm theory, and supported by the
concepts of the elements (Jimoh, 2010) and functions (De Sousa and Medhurst, 1982) of
editorial cartoons.
The editorial cartoons studied were taken from Collegian issues from the school
year 2014-2015, during which the research was conducted.
To gather pertinent data, the researcher employed two methods: surveys within a
sample limited to current first-year students (to ensure that the sample will be students
who have a fresh perspective on the publication and its editorial cartoons), and focused
interviews with the editor-in-chief, the graphics editor, and one of the illustrators of the
publication.
viii
TABLE OF CONTENTS
Page
Title Page
Approval Sheet
ii
Biographical Data
iv
Acknowledgments
Dedication
vi
Abstract
vii
Table of Contents
viii
List of Figures
xi
List of Models
xi
List of Charts
xi
List of Tables
xiv
I.
II.
INTRODUCTION
A. Background of the Study
B. Statement of the Problem and Objectives
C. Significance of the Study
D. Scope and Limitations
REVIEW OF RELATED LITERATURE

A. Cartoons, Comics and Visual Permanence
B. How Cartoons Work
8
10
1. Caricature
10
2. Symbolism
11
ix
3. Social Commentary
III.
C. Mainstream Editorial Cartoons in the Philippines
15
D. Campus Journalism and the Philippine Collegian
18
RESEARCH FRAMEWORK
A. Theoretical Level
IV.
V.
12
22
1. Conversational Implicature Theory
22
2. Narrative Paradigm Theory
24
3. Elements and Functions of Editorial Cartoons
25
B. Conceptual Level
27
C. Operational Level
30
D. Operational Definition of Terms
31
METHODOLOGY
A. Research Design and Methods
33
B. Concepts and Indicators
33
C. Research Instruments
34
D. Units of Analysis and Sampling
35
E. Data Analysis
37
F. The Researcher
37
RESULTS AND DISCUSSION

A. Profile of Respondents
38
1. By Age
38
2. By Sex
39
x
B. Readers Exposure to the Collegian and Its Editorial Cartoons
39
C. Readers Perception of the Effectiveness of the Editorial Cartoons of

the Collegian
41
1. Readers Perception of the Overall Effectiveness of the

Editorial Cartoons of the Collegian
42
2. Readers Perception of the Entertainment Function of the

43
3. Readers Perception of the Aggression-Reduction Function

of the Editorial Cartoons of the Collegian
46
4. Readers Perception of the Framing Function of the Editorial

Cartoons of the Collegian
50
5. Readers Perception of the Agenda-Setting Function of the

53
6. Comparison of Readers Perception of the Effectiveness of

the Editorial Cartoons of the Collegian Per Function
56
VI.
SUMMARY AND CONCLUSION
59
VII.
IMPLICATIONS AND RECOMMENDATIONS
61
BIBLIOGRAPHY
63
APPENDIX A: Sample Survey Form
68
APPENDIX B: Focused Interview Guide Questions
70
APPENDIX C: Selected Editorial Cartoons from the Philippine Collegian,

A.Y. 2014-2015
71
xi
LIST OF FIGURES
Number
Title
Page
Editorial cartoon from the Collegian (Tomo 91, Issue 12: 2013)
Call for Submissions for the 2011-2012 Philippine Collegian

Anthology
Editorial page of the Collegian (Tomo 25, Issue 11: 1972)
19
Editorial page for Rebel Kule (2013)
20
LIST OF MODELS
Number
Title
Page
Conversational implicature theory
24
Narrative paradigm theory
25
Elements and functions of editorial cartoons
27
Integrated conceptual framework
30
Operational framework
30
LIST OF CHARTS
Number
Title
Page
Readers perception of the effectiveness of the editorial cartoons

of the Collegian (Overall)
43

of the Collegian (Per question, measures of central tendency)
57

of the Collegian (Per question, frequencies)
58
xii
LIST OF TABLES
Number
Title
Page
Concepts and indicators
33
Colleges of UP Diliman included in the study
38
Distribution of respondents by age
39
Distribution of respondents by sex
39
Exposure to the Collegian (Measures of central tendency)
40
Exposure to the Collegian (Frequencies)
40

of the Collegian (Overall)
42
Readers perception of the entertainment function of the editorial

cartoons of the Collegian (Measure of central tendency)
43

cartoons of the Collegian (Frequencies)
44
10

cartoons of the Collegian (Per question)
46
11
Readers perception of the aggression-reduction function of the

editorial cartoons of the Collegian (Measures of central tendency)
47
12

editorial cartoons of the Collegian (Frequencies)
47
13

editorial cartoons of the Collegian (Per question)
49
14
Readers perception of the framing function of the editorial

cartoons of the Collegian (Measures of central tendency)
50
15

51
16

52
xiii
17
Readers perception of the agenda-setting function of the editorial

53
18

54
19

56
1
I. INTRODUCTION
A. Background of the Study
An editorial cartoon is the picture that tells the thousand words of crap
journalism thats framed around it, said Alan Coren (2007), former editor of British
satirical magazine Punch.
Obnoxious and merciless as it may be, Coren has a valid point about the potential
of editorial cartoons. He compares the sometimes overlong prose that journalists tend to
write with the brevity and conciseness of the one-panel editorial cartoon - both of which
can contain more or less the same message.
Katz (2004) said that political cartoonists have a critical voice with persuasive
power. In fact, this has enabled cartoonists to (achieve) unprecedented visibility and
influence in the social sphere. Swobodal (2003) also said that cartoonists are not
comedians, (but) people who make a difference in the community.
In the Philippines, Lent (1999) has written extensively about his belief of the
countrys rich tradition in cartoons and comics. In fact, Cruz (2009) argued that
cartoonists and comics creators must be considered for the National Artist Awards a
recognition of their potentially influential position in society.
The question is, do editorial cartoons really work? Are they really effective as
tools for social commentary?
One of the biggest challenges that cartoonists have to contend with to be effective
is the competition, in the form of new media technologies. In this multimedia- and
internet-driven age, editorial cartoons struggle to remain relevant amid the information
overload that characterizes twenty-first century media, and the ever-shifting demands of
its twenty-first century audience.
2
To cater to the shorter attention spans of its audiences, news and social
commentary are now being packaged in a more graphics-based manner. In fact,
newspapers, even school-based ones, are adopting more dynamic formats.
For example, the most recent iteration of the student publication of the University
of the Philippines Diliman, the Philippine Collegian, usually contains a colored
illustration on the front page reflecting the content of the particular issue, small
illustrations enhancing feature articles in the middle, and the occasional photo montage
on the back page.
The Collegian went through numerous name changes over the years (Valenzuela,
1933) - College Folio in 1910, Varsity News in 1917, and Philippine Collegian in
1922. Recently, the publication has briefly shifted to its informal moniker Kul, only to
return to being the Philippine Collegian.
According to Caparaz (2014), the Collegian has been consistent in exposing the
problems in society and the university and in criticizing the lapses of the government.
He also acknowledged the papers creative editorial cartoon that mirrors the major
issues the paper addresses.
However, Caparaz said that the publication has failed to re-invent itself.
Figure 1. Editorial cartoon from the Collegian (Tomo 91, Issue 12: 2013)
Over the years, the Collegian has
fallen out of popularity. This is due to a new
generation of students who are less
interested in social and political issues.
During school year 2011-2012, the
3
Collegian gave more focus to soft news (instead of hard news about politics and the
government) and local, university-wide issues. The Collegian also began to get the
student more involved, especially with its publication of an anthology.
Figure 2. Call for Submissions for the 2011-2012 Philippine Collegian Anthology
On the other hand, a study conducted
by the Collegian (2012) determined that its
readers still regard the publication as relevant.
The Collegian conducted a universitywide survey last September 2012 in order to
support its petition to increase the student
publication fee, from P40 to P72 per
semester. The Collegian usually publishes 32
issues per year and 15,000 copies per week,
and the fee increase would sustain the
publication for at least ten years.
The Collegian needed the fee increase due to its P230,000 average annual deficit
of P230,000. This deficit is due to the rising operating costs of the publication, while the
fee that students pay for remains as it was in 1989, depreciating the value of the
publication due to inflation.
Along with the 53.08 percent of the students who signed the petition, a stratified
random sampling survey among 997 respondents revealed that 87.26 percent (or 870
respondents) agreed with the fee increase. Moreover, 82.34 percent (or 821 respondents)
said they read the Collegian, while 90.77 percent (or 905 respondents) said that student
4
publication is relevant in their university life. The respondents also rated the Collegian
4.00 out of 5 for its layout, 4.07 for its content, and 4.36 for its overall quality.
The study reignited support for the publication.
In fact, then student council chair Theresa Carlos (Collegian, 2012) of the
National College of Public Administration (NCPAG) said that the publication is
important to the students, since it provides information on current university- and nationwide events and issues to the students, helping them decide and act accordingly.
Then editor-in-chief Maria Katherine Elona (Collegian, 2012) cites this
overwhelming support from its publishers, the students as a challenge to the
publication to continue its tradition of critical and fearless campus journalism.
Recently however, the publication is suffering from production issues.
One of the major issues that recently plague the publication is the decreasing
number of staffers. In fact, current graphics editor Ysa Calinawan (2015) said that she has
to illustrate as well as edit because of the lack of illustrators.
Mary Joy Capistrano (2015), current editor-in-chief, says that the new batch of
student writers and artists have lost their commitment to the publication, a
phenomenon which she acknowledges as something that cannot really be taken against
them, since the staffers struggle to balance work and academics.
In spite of the support of the students, Calinawan also remains aware of the short
attention spans of the publications readers. That is why she considers editorial cartoons
to be important to the publication.
In fact, Capistrano maintains that the editorial cartoon is the summary of the
publications general stand on issues.
5
Meanwhile, Calinawan says that editorial articles tend to be time consuming
to read, inherent with the prose form, which makes editorial cartoons effective, since
they utilize visual keys, metaphors, and symbols to form and explain a message.
Another related line of questioning to the issue of the effectiveness of cartoons is
the nature of this effectiveness. Do cartoons just get ones attention, or do they go beyond
mere shock value, to actual opinion formation?
According to Calinawan, anyone can understand and relate to the message that
editorial cartoons deliver. However, what is this message that the Collegian aims to
communicate through its editorial cartoons?
The Collegian maintains a stand for democracy and academic freedom. Its history
is marked by its practice of interrogating accepted modes of thinking and overturning
paradigms which (breed) criticism of the powers that be (Nava, 1996).
However, this criticism was not always welcome, especially at times when to
be informed was an offense. In fact, Arao (2010) maintains that campus journalism
should contextualize national issues to local concerns, to make them significant to the
lives of the student readers of the publications.
The editorial cartoons of the Collegian have been an integral part of its
journalistic advocacy. In fact, Calinawan (2014) said that apart from the editorial itself,
this is where you can distinguish the publication's advocacy and where it stands in terms
of political views.
Although editorial cartoons alone won't be able to just form collective action,
they can shape the collective consciousness as a propaganda material, from which
the publication can move to mobilization.
6
Ninety years after its inception, the effectiveness of the Collegian and its editorial
cartoons as tools for social commentary is ripe for study.
B. Statement of the Problem and Objectives
This research studies the editorial cartoons of the Philippine Collegian, the official
student publication of the University of the Philippines Diliman, and determines their
effectiveness from the perspective of its readers.
Specifically, this study seeks to answer the following questions:
1. What does the Collegian aim to achieve in the publication of editorial cartoons?
Does the Collegian consider these cartoons as effective tools for social
commentary?
2. Are the editorial cartoons in the Collegian effective as tools for social
commentary, according to its readers?
Statement of Hypothesis
This study believes that the editorial cartoons of the Collegian are perceived to be
effective tools for social commentary by its readers.
Objectives of the Study
The general objective of this study is to identify the perceived effectiveness of the
editorial cartoons of the Collegian from the perspective of its readers.
Specifically, the study aims to:
1. analyze the perception of the publication itself, the Collegian, in the context of its
editorial cartoons and their intended purposes for them; and
2. determine the perceived effectiveness of the editorial cartoons of the Collegian
according to its readers.
7
C. Significance of the Study
This study can help similar researches about the potential of editorial cartoons and
other similar alternative forms of social commentary.
There is a current dearth of research about editorial cartoons. This study can spur
similar studies, especially about the role of editorial cartoons in mainstream, campus and
other forms of alternative journalism.
On a smaller scale, this can benefit both the publication (the Philippine Collegian)
and its consumers (the UP students). By determining the level and extent of the
effectiveness of the publications editorial cartoons, one can find ways to make them
more effective.
On a larger scale, this can spur the increased study of editorial cartoons as an
effective medium of expression in other areas such as social development and education,
among others.
D. Scope and Limitations
The study focuses on the perceived effectiveness of editorial cartoons of the
Collegian on its own, as well as in the context of the entire publication.
However, its effectiveness compared to other editorial cartoons in other
publications is beyond the scope of this study, as it is also limited to the Collegians
editorial cartoons.
8
II. REVIEW OF RELATED LITERATURE
Cartoons, especially those which deal with politics and other pertinent social
issues, are now being considered a distinct and established genre (that) provides
political commentary aimed at reorienting the public (Kondowe, W., Ngwira, F. F. and
Madula, P., 2014).
The previous literature on editorial cartooning dealt with its ties to the comic form
(especially with its visual permanence), its functions in society, its elements and their
interplay (caricature, symbolism and social commentary) and its effects.
A. Cartoons, Comics and Visual Permanence
Editorial cartoons exploit the advantages of the cartoon form as a primarily visual
medium, especially on its visual permanence.
Linus (2009) defines editorial cartoons as a uniquely visual medium for orienting
social issues. The visual component of editorial cartoons lies in their similarity to
another form of media comics.
Depending on the definition, cartoons have been included or excluded from the
category of the comic form. McClouds (1993) definition of comics emphasized the
panel-to-panel transition (the juxtaposition of pictorial and other images in deliberate
sequence). In this definition, cartoons are obviously excluded because of its one-panel
limitation.
However, Harvey (2001) defines comics as pictorial narratives or expositions in
which words usually contribute to the meaning of the pictures and vice versa. Here,
single panel art like editorial cartoons are defined as comics, with a particular emphasis
on the interplay of the written and visual (Versaci, 2001).
9
In fact, studies on the picture superiority effect (Curran and Doyle, 2011;
Defetyer, Russo and McPartlin, 2009) have proven that meaning is more easily and more
efficiently transmitted in pictorial (for example, editorial cartoons) rather than textual (for
example, journalistic prose) form.
Cartoons and comics are composed of pictorial and other images (McCloud,
1993), making them fundamentally visual (media) (Yang, 2003). These make up the
visual permanence of the cartoon format.
Editorial cartoons combine the directness of its visual presentation (compared to
journalistic prose which is permanent, not visual) and its permanence (compared to
television which is visual, not permanent).
Olowolayemo (2012) elaborated on the way cartoons combine verbal and visual
elements, in order to evoke a particular response from the audience. This response
depends on the intentions of the cartoonist and the cartoons interpretation by the reader.
In just one panel, cartoons express opinions, construct relevant social perspectives, and
disseminate pertinent information about current social issues
Jimoh (2010) elaborates on this conciseness. According to him, the three major
elements of cartoons are images (the symbols), captions (the written words) and the
social commentary (the spoken and unspoken words).
Cartoons condense these information into one panel, unlike comic strips or comic
books (media with multiple panels). This is why cartoons may be complicated and
difficult to decipher at first glance.
The effectiveness of cartooning depends on whether it is mysterious enough to stir
interest, yet not too complicated as to turn off the reader and completely obscure its
10
message. The medium can be potentially rich with meaning. However, this doesnt
necessarily mean that it possesses richness, insofar as it mediates effective
communication (Dennis and Kinney, 1998).
The effective delivery of the message depends on the cartoonists versatility.
Cartoonists need to possess a good grasp of social affairs, clearly identifiable political
issues and problems that are local and international, deft craftsmanship, (and) snappy
graphic language (Olaniyan, 2000).
B. How Cartoons Work
How do editorial cartoons create their messages within the single panel?
Being a visually permanent medium, cartoons use the language interplay between
verbal and nonverbal devices to provide exaggeration, contradiction and metaphor
(McCloud, 1993; Yang, 2003).
1. Caricature
Humor in cartoons is a complex process (Tsakona, 2009).
The most powerful weapon that editorial cartoons use is the exaggeration of the
features of its subjects usually politicians. This is referred to as caricature, or
distorted portraiture that emphasizes the characteristic traits of an individual (Kondowe,
W., Ngwira, F. F. and Madula, P., 2014).
In fact, Radcliffe (2004) said that if we dont laugh, it hasnt worked. Humor is
what makes editorial cartoons entertaining. According to Lawate (2012), cartoon humor
is often slapstick and exaggerated, yet aim at making a realistic appeal.
Editorial cartoons exaggerate in order to, in part, entertain. However, for them to
be truly effective, to go beyond mere humor, it has to be more that what it appears to be.
11
In fact, Lawate admits that sometimes, cartoons may appear silly to readers. However,
as it seemingly (underplays) the severity of a situation, it actually (establishes) the
severity of the same.
The hyperbole and satire in cartoons are the tools by which cartoons challenge the
status quo and emphasize social issues (Sterling, 2009).
Moreover, the levity provided humorous exaggeration in editorial cartoons help
create a safe platform for social commentary (Ashfaq and Hussein, 2013).
2. Symbolism
However, editorial cartoons go beyond mere entertainment. Their depictions of
their subjects in humorous ways are guided by the use of icons, or symbols representing
objects or concepts. Through symbolism, cartoonists subtly inform, educate and
entertain the readership (Adejuwon and Alimi, 2009; Nyoni et. al., 2012).
Caricature parodies its subjects, but the allusion of the symbols in cartoons
generate the context of the parody, the situation or context into which the individual is
placed (Lawate, 2012).
The true meanings of cartoons are buried in humor, and the true intended
meanings and the reasoning behind them is hidden through abstraction (Kondowe,
Ngwira and Madula, 2014).
Many studies on the symbolism of editorial cartoons (Conners, 2007; Edwards,
1997) focus on electoral commentary. This is because elections are the primary period for
the activities of politicians. Politicians are, admittedly, the usual subjects for cartoons,
and elections make them ripe for satire.
12
The symbolism in cartoons makes up the narratives that they seek to tell, which
ties in to the narratives of its readers (Fisher, 1989).
These narratives are subsequently formed by the values of the creators and
consumer of the media message. The synchronicity of the narratives involved - those of
the producers of the medium as well as the organization involved in crafting its me
cartoonists/publications narratives against the readers) determines the mediums
effectiveness.
This power of narratives is supported by Randels (1998) who said that narratives
(can) evoke rich ethical and moral concerns in ways that incorporate both descriptive and
prescriptive elements. This was supported later on by Dennings (2006), who said that
storytelling using narratives is effective in communicating strategic issues.
According to Griffin (2009), when someone decides to believe in a narrative, one
does not just affirm shared beliefs, acknowledges that these values will ultimately
influence ones beliefs and value.
3. Social commentary
With all these, Burack (2011) concluded that editorial cartoons can go beyond
mere comic relief. Cartoons can potentially be tools for social commentary, using satire
as the jumping-off point.
According to De Sousa and Medhursts (1982), cartoons have four functions in
social life: (1) entertainment, (2) aggression-reduction, (3) agenda-setting and (4)
framing. For cartoons to be effective social commentaries, they have to be effective in all
these functions.
Navasky (2011) elaborates on the incendiary quality of political cartoons.
13
Cartoons are, for the most part, considered harmless. However, they are often the
cause for highly violent reactions by the people, especially when the subjects of the
offending cartoons (or the readers themselves) consider the satire too offensive.
In a way, this violence proves that cartoons are effective, in the sense that they
induce an effect. They can certainly grab attention and induce reaction and actual action.
Whether this effectiveness is positive or negative depends on ones interpretation.
An extreme example of this is the Muhammad cartoons controversy of 2005. A Danish
newspaper, the Jyllands-Posten (or Jutland Post), published 12 editorial cartoons, most of
which depicted Muhammad. However, some groups considered the cartoons
blasphemous, considering the Islamic tradition of aniconism, which avoids images of
divine beings and prophets. This led to violent riots worldwide (Henkel, 2010).
However, for cartoons to be truly effective, they have to go beyond shock value.
Studies put forward the premise that political cartoons represent public opinion as
campaign media during elections (Edwards and Ware, 2005), or even during nonelectoral issues (Baldry and Thibault, 2006) as platforms for the public voice.
Nevertheless, this representation can sometimes be manipulative. Conners
(2005) studied editorial cartoons during the 2004 American presidential campaigns. He
concluded that they were used as tools to influence the opinion of voters about the
candidates, simply by the cartoonists choice of subjects to parody.
Thus, Conners argued that editorial cartoons became part of the presidential
campaigns of the time, simply by the framing they provided for the readers regarding the
candidates. Meanwhile, Caswell (2004) takes the middle ground and maintains that
cartoonists both mold and reflect public opinion.
14
Studies conducted by Abiola (2011), Olowolayemo (2013), and Wahyuningsiha
(2008) analyzed social commentary in the deliberate caricature of political cartoonists in
different publications. Abiola studied cartoons from The Guardian, The Nation, and The
Punch, the three main daily newspapers in Nigeria, while Olowolayemo focused on The
Punch. Finally, Wahyuningsiha studied The Born Loser, an Indonesian political
cartoon strip. They concluded that even though cartoons are positively motivated - i.e.,
they aimed to question authority and draw attention to social issues - they usually fail to
deliver their message efficiently (Khir, 2012).
According to Grice (1989) and Levinson (2000), if we consider cartoons as one
side of a conversation between the cartoonists (as well as the publication itself) and the
readers, then we can determine how effective the message of the former has been
transmitted to the latter. If the intended message has been delivered (which is sometimes
different from any of the implied messages that can be interpreted), then we can say that
the conversation is effective.
Olowolayemo (2013) concluded that most cartoonists are not good
conversationalists, in the sense of conversation as defined by Grice. According to
Olowolayemo, most cartoonists do not form their message properly. They tend to fail to
present their message as clear, fair, constructive and ethical - at least, as they are
perceived by their readers. Moreover, the depth and breadth of political cartoon
commentary is usually limited. According to Kondowe, Ngwira and Madula (2014), most
cartoonists use their work to attack political figures.
The quantity and quality of this effectiveness of this social commentary is
debatable. On the former, Manning and Phiddian (2004) said cartoons may contribute to
15
public opinion among those who read the editorial pages, but they are not a large direct
influence. On the latter, Hogan (2003) decries the very, very negative commentary.
Cartoonists provide readers with regular images of politicians as liars, cheats,
compromisers and fools. Compared to other mass media journalists, there is a seeming
lack of the compulsion against fair, objective and unbiased reportage. Here, bias is
defined not as the preference for a particular political party, but the bias against politics
and everything political itself.
In fact, Radcliffe (2004) said cartoonists dont have to provide evidence, be
reasonable, or even offer balanced and constructive opinion.
In a way, editorial cartooning is the butchers knife to journalisms scalpel. In a
way, they are given more leeway in their presentation of their stories. The question is, are
cartoonists responsible with this power?
C. Mainstream Editorial Cartoons in the Philippines
Editorial cartoons have been an indispensable part of newspapers in the
Philippines. From Kalayaan to the La Solidaridad, even up to the more recent
publications like the Manila Bulletin and the Philippine Inquirer, cartoons have never left
Filipino periodicals (Ladrido, 1973).
However, do these local editorial cartoons succeed in transmitting their message
to their readers? More importantly, do they remain relevant, and how?
Studies on local mainstream publications and their cartoons have shown that the
final meaning that is imbued in editorial cartoons is generated in a complicated process.
One of the interesting elements in this process is the one that exerts the greatest degree of
16
control on the cartoons - forces from within and without, in the form of the editorial
board and the persons and organizations that influence their decisions.
Institutional pressures (or editorial policies) can change cartoon elements (Billoso,
1991; Campos, 1986; Casimiro, 1988; Lopez, 2008). This can create the possibility of the
generation of deliberately manipulated meanings.
Lopez (2008) discovered that even as political cartoons (reduce) lofty world
figures and issues to ground level and (expose) them to sharp ridicule, the personal
opinions of the cartoonists are screened by editorial policies and packaged to
conform to the stand of the publication.
Lopez determined this using content and semiotic analysis, comparing the
editorial cartoons of Manila Bulletin and Philippine Daily Inquirer from 2004 to 2007.
Although there remain some cartoonists who stand by their opinions as they
present them in their cartoons, the usual trend is for cartoonists to illustrate a worldview
consistent with the publication he/she is working for, in spite of disagreement.
Bismonte (1992) counter-argues that editorial policies should not be the
packaging of the message as to distort its message, but to present it as to make it
comprehensible to the public. Bismonte acknowledges the difficulty of compressing
complex messages in one panel, and underlines the important role that editorial policies
can play in doing the same.
Moreover, Cua (1982) insists that publications do not directly censor their
cartoonists opinion, thus reinforcing the idea of the autonomy of cartoonists. The only
censorship that Cua observed in her comparative content analysis of the cartoons of the
Bulletin Today and the Daily Express.
17
In fact, Mesina and Recio (2012) also said, editorial cartoonists have vast
authority on shaping and interpreting the meaning of a certain sign and object.
Their study focused on President Benigno Aquino IIIs portrayal in the editorial
cartoons of the Philippine Daily Inquirer, the Philippine Star and the Manila Bulletin.
However, they found that aside from the vast authority that cartoonists exert in their
satire, editorial policies still come into play.
For example, Manila Bulletin cartoons have to conform to the publications
progress-oriented and conflict-avoidant stand, while Philippine Daily Inquirer
cartoons cannot attack the Roman Catholic Church.
On the artistic side, Ramos (2013) focused on the same subject, President
Benigno Aquino III, and his portrayal in the Philippine Daily Inquirers cartoons.
According to him, the aesthetics that cartoonists imbue in the editorial cartoons
that they create, as well as the process that go into their creation, (are) purely hedonistic
and forms ideations from the artists point of view.
This gives a perspective that supports control on the cartoonists side, and which
emphasizes the role of this art form in society.
Editorial cartoons in the country are also seen as the gauge of public opinion. In
fact, Ladrido (1973) said that some readers consider editorial cartoons as the teaser or the
glimpse to a newspapers stand. Casimiro (1988) also emphasized the role of cartoons
as publication indices, tracking the evolution (or lack thereof) of the editorial policies
of the publications where they are printed.
18
According to Cua (1982) editorial cartoons are used as attention getting
devices. Cartoons do this by depicting familiar scenes, with the familiar faces involved
in the relevant issue of the day.
However, a disconcerting possibility was studied by Batnag (1990) - maybe
editorial cartoons are not really accurate representations of the public pulse so to speak.
Some readers consider cartoons as the official illustration of the public sentiment on a
specific issue. However, Batnags research found that this representation is misplaced even impossible.
While cartoons can be used as a gauge of public opinion, they do not, probably
cannot, accurately reflect public opinion, Batnag concluded.
Finally, Ramirez (1998) described the role editorial cartoons play in our country
where the political system (and the people themselves) are used to a reactive rather than
proactive role.
When the human agents in society are stuck in passive roles, cartoons persuade
them to be active participants. Cartoons become the catalyst, instigator, protagonist and
antagonist in the worldview they construct for and with the reader.
In the end, the goal is to (lure) the reader into political process.
D. Campus Journalism and the Philippine Collegian
During Martial Law, the Collegian was a member of the mosquito press, the
moniker former dictator Marcos dubbed campus journalism when it became the
alternative journalism of the time (CEGP, 2014).
During that time, the Philippine Collegian rushed in where the national
newspapers feared to tread. In these cases, campus journalism has proven itself to be a
19
powerful tool for social commentary, even when under threat (De Quiros, 2006). In fact,
three of the publications editors Abraham Sarmiento Jr., Antonio Tagamolila, and
Enrique Voltaire Garcia III suffered harassment from the martial regime due to their
association with the Collegian, which allegedly led to their deaths (Galimba, 2011).
In the university, the "College Folio" of the College of Engineering was one of
the first campus publications in the university when it began in 1910. This was later
followed by other college-based student publications.
For example, the College of Mass Communication publishes Tinig ng Plaridel,
the College of Engineering publishes Engineering Logscript, and the College of
Education publishes Education Quarterly.
Figure 3. Editorial page of the Collegian (Tomo 25, Issue 11: 1972)
The university administration also prints
out two publications the UP Newsletter and
the UP Forum.
Arao (2010) emphasized that campus
papers should help provide relevant information
and analysis to help make informed decisions,
raise the level of discourse, and shape their
public opinion.
The role of campus journalism in the
Martial Law examples mentioned before were
those wherein the publication became a tool for
20
commentary against the government. The next examples find the Collegian assuming the
role of a tool for social commentary against the university administration itself.
For example, former Collegian editor-in-chief Homobono Adaza was removed
from office for an editorial against the UP administration (Arcellana and Nuqui, 2009).
The publication insists on independence from the university administration. In
fact, during the second semester of school year 2006-2007, the Collegian published a
Rebel Kule when its funds were withheld by university officials.
The university said the funds were public, and thus subject to government
procurement laws and bidding processes (Yap, 2006), but the Collegian countered that
the publication was student-funded, and thus was exempt from such laws.
Figure 4. Editorial page for Rebel Kule (2013).
In fact, the Rebel Kules editorial
(State of Rebellion) maintained that no
matter how tight the administration maintains
its grip on the publications operations, it can
never contain its fierce resistance (Castro,
2006). This resistance is ingrained in the
Collegians social and political stand.
This is an arguably unique
characteristic of the Collegian. Cabahug
(2008) conducted a comparative study of the
stands of campus publications during the
1910s. The study found that the Collegian
21
was critical and informative, compared to the informative and balanced stand of
Ateneo de Manilas The Guidon and the well-balanced stand of the University of Santo
Tomass The Varsitarian.
The stands of the two latter publications were weak, because of the apolitical
attitudes of the students from the private universities, compared to the more radical and
liberal students of state-run universities like UP.
The same trend appeared in Bolanes (2008) study of publications from the same
universities at present. The differences between the social and political stances of the
publications can be seen just from the number of political news covered by each.
For example, Bolame found that the Collegian covered 144 political news from
2005-2007, compared to The Guidons 89 and the Atenean Matanglawins 54.
The Collegian is a tool for social commentary in particular, its editorial
cartoons. However, the reception of this message changes. For example, a study by
Ramos (2009) found that students considered the Collegians coverage of national issues
okay in 2005-2006. However, in 2006-2007, they now considered it too negative and
criticizing.
Nevertheless, even though the reception of the message of cartoons changes, the
important question is their continued relevance in society.
22
III. STUDY FRAMEWORK.
This research is guided by two theories - Grices (1981) conversational
implicature theory and Fishers (1989) narrative paradigm theory.
The framework is also supported by Jimohs (2010) definition of the three
elements of editorial cartoons, as well as De Sousa and Medhursts (1982) four main
basic functions of editorial cartoons in social life.
The researcher chose these theories because they deal with the narratives in
media, more specifically satirical narratives like editorial cartoons, and how readers
perceive and use them.
A. Theoretical Level.
1. Conversational Implicature Theory
Conversational implicature, sometimes abbreviated as CI, is a concept introduced
by Grices (1981) theory. According to the theory, this implicature occurs when an
alternative meaning other than the one intended by the reader is delivered, or implied, to
the reader during the conversation between the sender and the recipient of the message.
This is particularly important in the study of satirical and other comedic media
such as cartoons. In fact, the theory has been the one most often used in recent linguistic
studies on humor-related discourses like cartoons (Abiola, 2011; Khir, 2012;
Olowolayemo, 2013).
According to Thomas (1995), conversational implicature occurs when the
producer of the message does not observe the conversational maxims of the cooperative
principle in the construction and delivery of the message.
23
According to the cooperative principle, a conversation should first agree on the
accepted purpose or direction of the talk exchange (Levinson, 2000). For most forms of
media, this direction is mostly one-way. For example, a medium like an editorial cartoon
will have the bulk of the responsibility on the cartoonist for constructing and delivering
the message, while the reader receives and interprets the message in the cartoon.
The effectiveness of the communication described above is dependent on how the
creator constructed the message. According to Grice, a well-constructed message (the
main contribution to the conversation, so to speak) depends on how well the creator
follows the following maxims: (1) quantity or informativeness, (2) quality or truthfulness,
(3) relation or relevance and (4) manner or perspicacity.
For the maxim of quantity, the presentation of the message should be more or less
as informative as required - not too much or too little information.
For the maxim of quality, the message should be perceived as sincere and truthful.
For example, even with the hyperbolic and exaggerated language of editorial cartoons,
the message should be grounded in truth, either with explicit or implicit corroborating
evidence.
For the maxim of relation, the message should be relevant.
Finally, for the maxim of manner, the message should not be obscure nor
ambiguous, and it should be brief and orderly.
The theory states that if one or more of the aforementioned maxims are misused
or abused in the construction of the message, an alternative meaning can be generated
(Thomas, 1995). This can lead to miscommunication and therefore the failure of the
conversation.
24
Model 1. Conversational implicature theory.
2. Narrative Paradigm Theory.

According to Fishers (1989) narrative paradigm theory, all meaningful
communication is a form of storytelling. Consequently, all forms of communication can
be considered as stories.
Humans are storytellers. In fact, according to Hardy (1968): We dream in
narrative, daydream in narrative, remember, anticipate, hope, despair, believe, doubt,
plan, revise, criticize, construct, gossip, learn, hate and love by narrative.
These narratives are where we interpret and reconstitute cultural, social and
personal reality (Bruner 1986, Fisher 1987). These stories are shaped by the culture and
character of both their producers and consumers.
According to Connell, Klein and Meyer (2004), stories are a knowledge-bearing
medium, while according to Seely Brown (2004), narratives are a knowledge medium
in organizations. Considering these, stories can be defined as forms of media.
The theory presupposes a world of stories, with narratives that are contained in
different forms of media, and which contain different perspectives and different ways of
framing those perspectives in. Jameson (2001) adds that this process of choosing is a
process of continual recreation. For example, regarding one event or issue, one can
25
choose to get his worldview from the news coverage on television or radio, from opinion
pieces on blogs, or from edit orials and editorial cartoons.
How do readers choose their narratives? According to the theory, they choose
those which match their values and beliefs, their good reasons.
These good reasons are the following: (1) the values within the stories; (2) the
relevance of those values to the reader; (3) the consequences that the reader expects out
of believing in those values; (4) the overlap of the world view of the stories and the
reader; and (5) the conformity of the message with what the reader believes is an ideal
basis for conduct.
The perception of the match of these values are affected by many factors.
For example, Fisher says that it is not enough that the values of the narratives that
the readers choose are similar to those of the readers. These values should be perceived
by the reader as rational. The perception of rationality in stories depends on - or more
specifically, (1) probable, (2) coherent, and (3) sincere.
Model 2. Narrative paradigm theory.
3. Elements and Functions of Editorial Cartoons

Editorial cartoons are visually permanent media (McCloud, 1993; Yang, 2003).
26
Considering this, they are made up of distinct elements that comprise visuals, but
go beyond their surface value (Jimoh, 2010). The first two elements are the more easily
observable ones - the images and the text. However, the most important element of
cartoons is the interplay between the two previous elements, which according to Jimoh
comprises the social commentary.
However, in order to be effective, narratives have to be constructed in a way that
successfully communicates this social commentary.
According to De Sousa and Medhurst (1982), the construction of these elements
can be guided by the four functions of editorial cartoons in social life: (1) entertainment,
(2) aggression-reduction, (3) framing and (4) agenda-setting.
The first function, entertainment, relies heavily on the visual components of
cartoons. This stage of effectiveness is arguably the most crucial, since the next stages
wont materialize without it.
If readers dont notice the cartoons, then the cartoons wont even have the chance
to affect its readers further.
The second function, aggression-reduction, takes the humor of cartoons beyond
mere entertainment. Using humor, cartoons the decreases its readers aggression (more
specifically, frustration and annoyance) regarding social issues, as a venue for catharsis,
helping them place the issues they tackle under a better perspective. The shock value of
the hyperbolic caricature and humor of cartoons disarms the reader by laughter, and then
sets the stage for deeper understanding of its message.
The third function, framing, is wherein cartoons provide the (literal and
figurative) frame for the readers to view the social issues they tackle.
27
The framing of cartoons will depend on the choice of issue the cartoonist tackles,
as well as the elements that the cartoon exaggerates. Here, the reader also evaluates the
framed message if it is consistent with his or her own perspective, or else if it is
convincing enough to reorient his or her perspective.
The final function, agenda-setting, dictates how the readers perceive and use the
message (especially by how it was framed), and guided by the agenda set by the cartoons.
This function is primarily concerned with cartoons as contributors to the
construction of its readers worldview. Here, the effects of cartoons extend beyond their
actual consumption into actual reaction to and action about the framed message in the
cartoons.
Model 3. Elements and functions of editorial cartoons
B. Conceptual Level.
This studys framework is divided into four stages, guided by De Sousa and
Medhursts (1982) four main basic functions of editorial cartoons in social life: (1)
entertainment, (2) aggression-reduction, (3) agenda-setting and (4) framing.
28
In each stage, the elements of the cartoons (according to Jimoh, 2010) will be
supported by certain element s from the narrative paradigm and conversational
implication theories.
The first stage, entertainment, is concerned with the superficial attractiveness
visual components of the cartoons. If cartoons can get its readers attention, then it has
already proven itself to be effective.
After the images and the captions (as elements of the entirety of the cartoon) have
gotten the attention of its readers, now they have to be understood, at least at the
superficial level. In other words, the images and captions should be legible enough. The
symbolism should be intelligible, accessible and not too esoteric.
Moreover, the humor in the cartoons should be entertaining and should make the
reader want more, instead of putting the reader off completely.
Another factor that can affect this stage is the context of the cartoons within the
publication itself, in its physical position within the paper. For example, for some
publications, cartoons are the main attraction of the editorial page. However, with the
graphics-heavy format of some publications, cartoons can get somewhat buried.
This stage is also integrated with the first CI maxim, that of quantity. The cartoon
should present its message in a way that shows just enough information, as well as
presenting the message in a way that shows it to be insightful and easily understandable.
The second stage, aggression-reduction, deals heavily with humor. Now, the
cartoons are expected to first elicit a reaction from the readers. The humor may be lighthearted or a bit darker, but the important thing is that the cartoons made readers laugh,
and more importantly, make them ready and willing to understand the message better.
29
Moreover, this stage is integrated with the fourth CI maxim, manner. In order to
properly be cathartic, cartoons have to be constructed in an insightful way, and must
certainly be perceived by the reader as such.
The third stage, framing, is integrated with the narrative paradigm theory, as well
as the third CI maxim, that of relation. Considering the potential differences between the
values of the reader and the cartoonist (and the publication), the match between them will
determine if the reader will acknowledge and accept the cartoons message, depending on
how the editorial cartoons frame the intended message through its construction and
combination of its implicit and explicit elements.
Moreover, this stage is also integrated with the second CI maxim, that of quality.
The reader needs to perceive the cartoon as truthful and sincere, in order for the reader to
accept the framing of the cartoons message.
The final stage, agenda-setting, is integrated into the narrative paradigm theory
and the third CI maxim, that of relation. Effective communication will occur only when
the reader accepts the message of the as relevant, and move to reaction and actual action
because of it.
Moreover, the interplay between the values of the creators and the consumers of
the editorial cartoons also contributes to the latters perception of the medium. For
effective communication of the formers message, the editorial cartoons should set its
agenda in a way so as to reinforce the values of the latter, or else be convincing enough
so as to change them.
The integrated conceptual framework below combines all the aforementioned
elements in order to determine the effectiveness of editorial cartoons.
30
Model 4. Integrated conceptual framework.
STAGE FOUR:
Agenda-Setting
(CI Maxim of Relation,
Narrative Paradigm)
STAGE THREE:
Framing
(CI Maxim of Quality,
Narrative Paradigm)
STAGE TWO:
Aggression-Reduction
(CI Maxim of Manner)
STAGE ONE:
Entertainment
(CI Maxim of Quantity)
(Editorial
Cartoons)
C. Operational Framework
The operational framework of the research indicates the specific aspects of the
elements of the research to be studied.
The medium under study are the editorial cartoons of the Philippine Collegian,
within A.Y. 2014-2015. The study of this medium will be guided by the theories and
related literature iterated above.
The users of this framework are the UP Diliman student population who read their
cartoons, specifically first-year students.
Model 5. Operational framework.
AUDIENCE
STAGE FOUR:
Agenda-Setting
(CI Maxim of Relation,
Narrative Paradigm)
STAGE THREE:
Framing
(CI Maxim of Quality,
Narrative Paradigm)
STAGE TWO:
STAGE ONE:
Entertainment
(First Year UPD

Students)
31
D. Operational Definition of Terms
1. Agenda-setting - function of the editorial cartoons of the Collegian which focuses on
their ability to convince readers of their message and intended meaning, and
consequently move them to reaction and actual action.
2. Aggression-reduction - function of the editorial cartoons of the Collegian which
focuses on humor and catharsis, in order for the medium to guide the reader to deeper
understanding of the intended meaning
3. Caricature - element of the editorial cartoons of the Collegian that deal with
humorous depiction of characters, usually through the exaggeration of features.
4. Cartoons - single-panel drawings such as the editorial cartoons of the Collegian,
showing the features of its subjects in humorously exaggerated ways; also known as
editorial cartoons or political cartoons.
5. Conversational implicature (CI) - phenomenon when the readers of the editorial
cartoons of the Collegian interpret a different meaning from the cartoons other than
what was intended by the publication.
6. Entertainment - first function of the editorial cartoons of the Collegian, which focuses
on their superficial attractiveness and clarity, especially regarding their visual
components.
7. Framing - function of the editorial cartoons of the Collegian which focuses on their
presentation through the construction and combination of their elements in order for
the intended message to be acknowledged and accepted by the readers.
8. Manner - CI maxim that deals with how the information within the editorial cartoons
of the Collegian is arranged.
32
9. Maxim - rules based on the CI theory which state the considerations in creating media
such as the editorial cartoons of the Collegian to avoid conversational implicature and
to make them effective as tools for social commentary.
10. Quality - CI maxim that deals with the quality of the information within the editorial
cartoons of the Collegian.
11. Quantity - CI maxim that deals with the amount of information in the editorial
cartoons of the Collegian.
12. Relation - CI maxim that deals with the perceived and actual relevance of the editorial
cartoons of the Collegian and their meaning.
13. Social commentary - element of the editorial cartoons of the Collegian that deals with
the interplay of their implicit and explicit elements to elevate their message beyond
mere humor to relevant and effective criticism on social issues.
14. Symbolism - element of the editorial cartoons of the Collegian that deals with their
use of metaphors to illustrate concepts and explain issues.
33
IV. METHODOLOGY.
A. Research Design and Methods
The purpose of this study was to examine the perceptions of selected UP Diliman
students regarding the effectiveness of the editorial cartoons of the Philippine Collegian
as tools for social commentary.
In order to gather the necessary data, this study combined qualitative and
quantitative approaches. This study analyzed the audience perception of the effectiveness
of Collegian cartoons within a limited timeframe, school year 2014-2015.
B. Concepts and Indicators
These are the concepts and indicators used in this research.
Table 1. Concepts and indicators.
Variables /
Concepts
Demographic composition of audience
Audience perception of the effectiveness of editorial

cartoons of the Collegian
Measures /
Indicators
Questionnaire
responses
Research
Interviews
o According to each element of editorial cartoons

o According to each stage of the functions of editorial
cartoons in social life
According to match of values (based on the narrative

paradigm theory)
According to the effectiveness of the delivery of the

message (based on the maxims of the conversational
implicature theory)
Context of editorial cartoons within the Collegian
34
C. Research Instruments
The research instruments used in this study are survey and interviews.
The study used survey questionnaires, containing close-ended question, to gather
data from a sample of the Philippine Collegian reader population. This is to determine
their perception on the effectiveness of the editorial cartoons of the publication.
The first part of the questionnaire contained the respondents basic information
(name, school, age), in order to measure the demographics of the audience.
The respondents were then asked about the frequency of their readership of the
editorial cartoons only of the Philippine Collegian, as compared to their readership
frequency of the publication itself.
The next section determined their perception of the effectiveness of Collegian
cartoons, guided by the aforementioned theories. To measure this, they were asked to rate
their agreement of different statements about the editorial cartoons of the Collegian, with
1 being the lowest (strong disagreement) to 5 (strong agreement).
The first subsection measured the respondents more apparent perceptions on
Collegian cartoons, based on their basic elements - interest, humor, memorability, as well
as attractiveness of the art style and legibility of the captions, among others - and guided
by the CI maxim of quantity. Here, the study asked: Are the visual components of the
cartoons of the Collegian (images and text) appealing? Is the humor entertaining? Is the
symbolism accessible? Does the position of the cartoons layout within and without help
or distract from the consumption of the cartoon?
The second subsection studies the construction of the cartoons humor, guided by
the CI maxim of manner. Here, the study asked: Is the humor of the cartoons cathartic?
35
Does the humor help or distract the reader from understanding the message? How well is
the message of the cartoons constructed?
The third subsection is guided by the narrative paradigm theory and the CI maxim
relation, as it studies the perception of the framing of the cartoons. Here, the study asked:
Do the cartoons focus on the same issues that the readers (as individuals and as a general
public) find relevant? Do the cartoons see the world the same way that their readers do and therefore reinforce their own values and worldview - or does it present an alternative
perspective? If they present an alternate worldview, does it convince the readers to
change their mind?
The final subsection is guided by the narrative paradigm theory and the CI maxim
of relation, where it deals with relevance, as well as the reaction and actual action that the
cartoons elicit from the reader. Here, the study asked: More than reaction, do the
cartoons induce actual action? Do the cartoons make their readers interested in the issues
that they tackle? Do they want readers to know more about the issues? Do they inspire
readers to actually act in order to make the situation described in the cartoons better?
The study also used interviews of key Collegian staff the editor-in-chief and the
graphics editor in order to get their unique perspectives on the role of the editorial
cartoons in their publication.
D. Units of Analysis and Sampling
The units of analysis in this study are the elements of the editorial cartoons,
according to Jimohs (2010) definition, analyzed per stage of De Sousa and Medhursts
(1982) four functions of editorial cartoons in social life: (1) entertainment, (2)
aggression-reduction, (3) agenda-setting and (4) framing.
36
The first stage of the analysis focused on the first two elements - images (the
graphic figures) and captions (the written words), on their superficial effectiveness. The
second until the last stage delved on the interplay of these two specifically, social
commentary, and the audiences perception of its effectiveness.
This effectiveness was measured on a deeper level than the first stage, from mere
entertainment to aggression-reduction to framing to agenda-setting (or from reaction to
actual action).
The data that the researcher needed was available in the university, with the
cooperation of the Philippine Collegian office, as well as the target population, the UP
student community.
The first set of data, focused on the perceived effectiveness of the Collegian
cartoons, was gathered using a survey administered to a sample taken from the UP
student community who read the Collegian.
The sample was limited to current first-year students (limited to students with
student numbers beginning with 2014). This is to ensure that the sample was comprised
of students who have a fresh perspective on the publication and its editorial cartoons.
The study selected five respondents from each of the 26 colleges of the university.
However, since the sample criteria required that the respondents were to be first-year
Collegian readers, only colleges with undergraduate programs were selected, resulting in
19 colleges and therefore 95 total respondents.
The respondents were selected by stratified convenience sampling, with the strata
comprised of the individual colleges of the university, wherein the respondents selected
were those willing to participate in the research voluntarily.
37
The second set of data, which focused on the nature of the subject and its situation
within the context of the nature of the publication, was gathered from back issues of the
Collegian (available from the Collegian office as well as their website), as well as from
focused interviews based on guide questions from key Collegian staff.
E. Data Analysis
The analysis of the data gathered from the focused interviews was guided by the
theories as well as the elements and functions of editorial cartoons as elaborated on in the
study framework.
Meanwhile, the survey used the following statistical treatments - (1) simple
means, medians, modes and frequencies for the simple categorical questions (respondent
demographics, exposure to the Collegian issues read, among others), (2) rank-sum tests
and frequencies for the Likert-scale type data (the rank according to your preference
questions), and (3) standard deviations for the consistency of the data.
F. The Researcher
The researcher is a fourth-year BA Journalism student who has written and edited
comics for four issues of Gospel Komiks Magazine (GKM) under Communications
Foundation for Asia (CFA) from late 2014 until early 2015.
As an avid comic and cartoon fan, the researcher is an avid reader of the medium,
who especially finds the one-shot and (for the most part) controversial and incendiary
nature of editorial cartoons.
38
V. RESULTS AND DISCUSSION
A. Profile of Respondents
The research involved a sample comprised of a total of 95 students from the
University of the Philippines Diliman. The respondents were chosen via stratified
convenience sampling method as indicated in the methodology. Representative
respondents taken from each college with undergraduate programs with first-year
students, for a comprehensive representation of the university.
Table 2. Colleges of UP Diliman included in the study
Asian Institute of Tourism

College of Architecture
College of Arts and Letters
College of Business Administration
College of Education
College of Engineering
College of Fine Arts
College of Home Economics
College of Human Kinetics
College of Law
College of Mass Communication
College of Music
College of Science
College of Social Sciences and Philosophy
College of Social Work and Community Development
National College of Public Administration and Good Governance
School of Economics
School of Library and Information Studies
School of Statistics
1. By Age
More than half (52.63%) of the 95 respondents are 17 years old, followed by 18
year olds with 22 respondents (23.16%). Older students - 19, 20, 21 and 23 year-olds comprise the rest (16.84%), except for 16 year olds with 7 respondents (7.37%).
39
Table 3. Distribution of respondents by age
Number of
Respondents
(N = 95)
7
50
22
8
2
2
0
2
Age
16
17
18
19
20
21
22
23
Percentage
7.37
52.63
23.16
8.42
2.10
2.10
0.00
2.10
2. By Sex
Majority or 57 of the respondents (60%) are male, while the female respondents
comprise 40%, or 38.
Table 4. Distribution of respondents by sex
Sex
Male
Female
Number of
Respondents
(N = 95)
57
38
Percentage
60.00%
40.00%
B. Readers Exposure to the Collegian and Its Editorial Cartoons

The respondents have read an average of 3.08 issues of the Collegian before they
answered the survey, which was supported by the median (three issues). The mode
reveals a lower score, inasmuch as a lot of the respondents have read just one issue.
In fact, during the survey, the researcher encountered complications, especially in
finding qualified and willing respondents. Aside from the difficulty of finding
participants from colleges whose first-year students do not have regular block classes,
most of the students that the researcher managed to find havent read the Collegian.
40
All these imply a low readership of the Collegian, which extends to the low
number of occurrences that the readers of the Collegian take the time to read the editorial
cartoon while they read the publication itself, with a mean of 2.61, a median of 2, and a
mode of 1. This implies low, or at least inconsistent, interest in the editorial cartoons.
The frequency table supports this. It reveals that 23 respondents have read one
issue, while 19 have read two, 18 have read three, 15 have read four, and 8 have read 5.
Only 3 have read six, eight or at most ten issues, while only 1 has read 7 so far.
Out of the times they have read the Collegian, respondents took the time to read
the editorial cartoons an average of 2.61 times.
The discrepancy between the measures of central tendency is clarified by the
frequencies, which reveal that 34 respondents have taken the time to read the cartoons
once, with 24 doing so twice, and 14 doing so thrice.
Table 5. Exposure to the Collegian (Measures of central tendency)
Measures
of Central
Tendency
Mean
Median
Mode
Number of
Collegian Issues
Read So Far
3.08
3
1
Times Respondents Took the Time

to Read the Editorial Cartoons
(Out of Issues Read So Far)
2.61
2
1
Standard
Deviation
0.32
0.47
0.47
Table 6. Exposure to the Collegian (Frequencies)

f
Number of Collegian Issues

Read So Far
Times Respondents
Took the Time to Read
the Editorial Cartoons
(Out of Issues Read So Far)
10
15
18
19
23
14
24
34
41
By the time the survey was conducted, the Collegian has published 8 issues.
However, 3 of the respondents indicated that they have read 10 issues. These outlier
respondents were included nonetheless since the number of Collegian issues that the
respondents read was not meant to be an exact measure.
During the survey, almost all of the respondents said that they cannot remember
the exact number of issues that they have read so far, partly due to the irregular
publication of the Collegian. Instead, they were asked to merely give an estimate of the
frequency of their readership of the Collegian, as well as their corresponding attention to
the editorial cartoons.
The low readership of the Collegian and of its editorial cartoons may be due to the
changing culture of the university, according to Capistrano (2015). Even though the
students remain critical in their thinking, students are becoming less interested in some of
the issues that the Collegian tackles.
However, in spite of the low readership, the respondents perception of the
effectiveness of the cartoons is fairly positive. The succeeding sections elaborate on this
in more detail.
C. Readers Perception of the Effectiveness of the Editorial Cartoons of the Collegian
The perception of the respondents on the effectiveness of the editorial cartoons of
the Philippine Collegian was measured by Likert scale questions. Respondents were
asked to rate their agreement or disagreement with statements about the editorial cartoons
of the Collegian.
Moreover, to simplify the computation, all the questions in the survey were
written as positive statements. This means that a high score leaning towards 4
42
(agreement) or 5 (strong agreement) means that the respondents perceive the particular
aspect of the editorial cartoon as effective, and a low score leaning towards 2
(disagreement) or 1 (strong agreement) means the opposite.
1. Readers Perception of the Overall Effectiveness of the Editorial Cartoons of the
Collegian
Equal weight is assumed on all the survey questions. Under this assumption, the
total rating of the respondents from each of the questions in the survey is interpreted as
their perception of the overall effectiveness of the editorial cartoons of the Collegian.
The respondents rated the cartoons overall effectiveness with an average of 3.56,
halfway between neither agreement nor disagreement (3) and agreement (4), but slightly
leaning towards the latter.
Table 7. Readers perception of the effectiveness of the editorial cartoons of the
Collegian (Overall)
Measure of central
tendency
Mean
Median
Mode
Average
3.56
3.70
3.70
Standard
Deviation
0.32
0.47
0.47
For the most part, perception of the editorial cartoons of the Collegian is fairly
positive, which is also supported by the corresponding frequencies, as shown in the
following chart.
The respondents agreed with the editorial cartoons effectiveness with an average
frequency of 40.00, compared to neither agreement nor disagreement with a score of
26.65 and strong agreement with 12.61.
43
Chart 1. Readers perception of the effectiveness of the editorial cartoons of the
Collegian (Overall)
The following sections reveal the minutiae of the respondents perception of the
effectiveness of the cartoons, according to each function.
2. Readers Perception of the Entertainment Function of the Editorial Cartoons of the
Collegian
The enquiries in the questionnaires are divided into four parts, each for De Sousa
and Medhursts (1982) four functions of editorial cartoons. The first six questions dealt
with the cartoons entertainment function.
The respondents rated the entertainment function of the editorial cartoons of the
Collegian an average of 3.56, halfway between neither agreement nor disagreement (3)
and agreement (4), but slightly leaning towards the latter. This is supported by the median
and mode, which are both 3.70.
Table 8. Readers perception of the entertainment function of the editorial
Measure of central
tendency
Mean
Median
Mode
Average
3.76
4.00
4.00
Standard
Deviation
0.18
0.00
0.00
44
The frequencies strongly support this, with respondents more frequently agreeing
with the entertainment function of Collegian editorial cartoons with an average frequency
of 46.17. Meanwhile, respondents neither agreed nor disagreed with an average
frequency of 23.33, and strongly agreed with an average frequency of 15.67.
Table 9. Readers perception of the entertainment function of the editorial cartoons
of the Collegian (Frequencies)
f
5 (Strong Agreement)
4 (Agreement)
3 (Neither Agreement Nor Disagreement)
2 (Disagreement)
1 (Strong Disagreement)
Average
15.67
46.17
23.33
4.17
0.83
The appearance of the publications template depends on the general assembly of

the editorial board. It just happens that recently, for the past year, the publication became
more graphics heavy, looking more like a magazine because that is the format that people
like more, Calinawan (2015) says. The Collegian began adopting a tabloid-size format
in 2006, which slowly became more graphics-heavy.
The greater emphasis on graphics also has an economical reason. The cheap
printing package includes color, so we took advantage of that and went heavier on the
graphics. Budget-wise, its good, Calinawan says.
Considering the graphics-heavy format of the publication, it was surprising that
respondents still found the editorial cartoons interesting. The greater amount of images
and illustrations in the publication aside from the editorial cartoon pose the possibility of
readers taking the editorial cartoon for granted, but it appears that this is not the case with
the readers of the Collegian.
45
In fact, the enquiry got the highest average score of 4.02, with 42 respondents in
agreement and 29 in strong agreement.
The greater number of graphics in the publication means that the editorial
cartoon should even be more simplified. However Calinawan concedes that this makes it
harder to construct cartoons, since we want to say too much.
Regarding the construction of the editorial cartoons, Calinawan also says that they
follow the three-second rule, wherein the cartoon must be able to convey its message at
a moments glance. This insistence on simplicity means that the cartoons must contain
three or less captions.
According to the respondents, they consider the editorial cartoons to contain just
enough information, with an average score of 3.67, neither agreement nor disagreement
but strongly leaning towards agreement. However, while 46 respondents were in
agreement, only 14 were in strong agreement, compared to 24 neither in agreement nor
disagreement, implying a stronger lean to the former.
Regarding the art, Calinawan says that the illustrations must not be too flat and
must have dimension with different directions of action. As graphics editor,
Calinawan insists on keeping the cartoons art style balanced, keeping it varied with a
team of digital and traditional artists to achieve a different feel in each issue.
The respondents rated the art of the cartoons with an average score of 3.91, which
heavily leans towards agreement, as supported by the frequencies with 48 in agreement,
21 respondents in strong agreement and 18 neither in agreement nor disagreement.
Finally, Calinawan says that the symbolism in the cartoons should be simplified,
inasmuch as (the illustrator) wont be the only one who will understand the metaphors,
46
with metaphors that are easily understandable, coherent, and not forced. Moreover, as
much as possible, the Collegian avoids repeating metaphors in its cartoons.
The respondents rated the symbolism of the cartoons with average score of 3.68,
which slightly leans towards agreement, as supported by the frequencies with 21
respondents in strong agreement and 18 in agreement.
Table 10. Readers perception of the entertainment function of the editorial
STAGE ONE: Entertainment
The art of the Collegians
editorial cartoons is eyecatching and appealing.
The humor in the Collegians
editorial cartoons is
entertaining.
The text in the Collegians
editorial cartoons is easily
legible and can be easily
understood.
The symbols in the
Collegians editorial cartoons
are accessible.
In spite of the graphics-heavy
format of the Collegian, I still
find the editorial cartoons
interesting.
The Collegians editorial
cartoons present enough
information (not too little, not
too much).
Measure of central
tendency
Mean Median Mode
3.91
4
4
5
21
4
48
3
18
2
3
1
1
3.54
41
37
3.74
14
46
25
3.68
54
20
4.02
29
42
16
3.67
14
46
24
3. Readers Perception of the Aggression-Reduction Function of the Editorial Cartoons

of the Collegian
The next six questions dealt with the cartoons aggression-reduction function.
47
The respondents rated the aggression-reduction function of the editorial cartoons
of the Collegian an average of 3.76, halfway between neither agreement nor disagreement
(3) and agreement (4), but significantly leaning towards the latter.
Table 11. Readers perception of the aggression-reduction function of the
editorial cartoons of the Collegian (Measures of central tendency)
Measure of central
tendency
Mean
Median
Mode
Average
3.37
3.33
3.50
Standard
Deviation
0.24
0.52
0.55
However, the frequencies show a slight decrease with the respondents rating of
the cartoons aggression-reduction function, with more students neither agreeing nor
disagreeing with an average frequency of 33.67, compared to those who agreed with an
average frequency of 31.33, followed by those who disagreed (12.67) and strongly agreed
(9.83).
editorial cartoons of the Collegian (Frequencies)
f
4 (Agreement)
2 (Disagreement)
Average
9.83
31.33
33.67
12.67
1.67
The per-question central tendency and frequency table also shows lower scores
throughout, with regards to the perceived aggression-function of the editorial cartoons of
the Collegian.
According to Calinawan, the cartoonists craft their arguments using tools of
analysis which guide the illustrators how to argue and attack a certain issue. The
48
publication holds trainings and educational discussions, which are largely moderated by
the senior staffers.
The student-centric management style in crafting the publications stand is to
maintain the independence of the publication from outside influences, said Calinawan.
The extent of outside influence during the discussions are limited to the
occasional guest professor and speakers from non-governmental organizations (NGOs)
who are involved in the issues that the publication tackles.
The outside perspectives are also crucial. While keeping the stand of the
publication (as manifested in the editorial cartoon) independent, coordination with
outside organizations is also crucial so that we arent restricted (by our perspective) who knows, maybe they can offer different ideas, says Calinawan.
According to the respondents, they consider the arguments of the Collegian
cartoons to be clear and well-organized, garnering an average score of 3.54, implying an
almost equal distance between neither agreement nor disagreement and agreement. In
fact, the frequencies show a greater score with agreement (45) compared to neither
agreement nor disagreement (27).
Regarding the ideological debates that arise from the editorial cartoons,
Calinawan says that the publication (doesnt) force the argument. Instead, we simply
explain. The fact that a debate occurs is healthy.
The editorial cartoons of the Collegian are intended to help readers view issues
from a better perspective. (The Collegian), as alternative journalism, shows what the
mainstream media does not usually hightlight. As journalists and students, they are given
a higher perspective on issues, Calinawan says.
49
The respondents agree that the Collegians cartoons help them view issues in a
better perspective, with an average score of 3.67. The frequencies show that even though
the largest frequency (31) is on agreement, the respondents lean more towards neither
agreement nor disagreement (26), as compared to strong agreement (21).
Regarding the delineation between being thought-provoking and merely offensive
of the cartoons of the Collegian, Capistrano (2015) says that even though sometimes the
they are offensive (with the caricaturist nature of the medium), they strive to be
constructive first of all.
(The cartoons) need to be offensive if the issue it discusses is offensive in itself,
Capistrano said, insisting that they need to be offensive to those who are targeted by the
issue being tackled while at the same time, they need to be constructive because the
way we look at the issue should always be critical.
In fact, the respondents of the survey agree that the Collegian cartoons are more
thought-provoking than offensive, with an average score of 3.43. The frequencies show
that 42 respondents neither agreed nor disagreed, followed by 30 who agreed.
editorial cartoons of the Collegian (Per question)
STAGE TWO:
cartoons help me channel my
frustration over issues.
cartoons help me view issues
in a better perspective.
The arguments of the
Collegians editorial cartoons
are clear and well-organized.
Measure of central
tendency
Mean Median Mode
3.17
3
3
5
11
4
21
3
34
2
21
1
3
3.67
21
31
26
10
3.54
45
27
50
cartoons represent all sides of
issues fairly.
cartoons provide constructive
criticism.
The editorial cartoons of the
Collegian are more thoughtprovoking than offensive.
4.
3.03
24
39
21
3.38
37
34
10
3.43
30
42
Readers Perception of the Framing Function of the Editorial Cartoons of the

Collegian
The next six questions dealt with the cartoons framing function.
The respondents rating of the aggression-reduction function of the editorial
cartoons of the Collegian averaged with a score of 3.73, significantly leaning towards
agreement.
Table 14. Readers perception of the framing function of the editorial cartoons of
the Collegian (Measures of central tendency)
Measure of central
tendency
Mean
Median
Mode
Average
3.73
4.00
3.83
Standard
Deviation
0.24
0.00
0.41
The frequencies strongly support this pattern, with respondents more frequently
agreeing with the effectiveness of the framing function of the cartoons of the Collegian
with an average frequency of 46.50.
Meanwhile, the students rated the framing function of the cartoons with neither
agreement nor disagreement with an average frequency of 19.83, and strong agreement
with an average frequency of 15.67.
51
the Collegian (Frequencies)
f
4 (Agreement)
2 (Disagreement)
Average
15.67
46.50
19.83
6.33
1.00
The institution of the publication is important because it is the foundation of the

culture of UP, how critical and how socially relevant UP is, according to Calinawan.
Moreover, Capistrano maintains that the relevance of the publication is made evident by
the fact that the readers still respond to the publication, either to applaud or criticize.
If the Collegian is not relevant why would readers still criticize us on our
nature, labelling us as activists or biased? This is why I think we are still relevant,
Capistrano says.
More importantly, Capistrano says that the cartoons of the Collegian are relevant
as the representative of the stand of the publication, and by extension the students, it
being the primary student publication.
According to the respondents, they consider the editorial cartoons of the Collegian
to be relevant. They rated their relevance with an average score of 3.89, leaning heavily
towards agreement. In fact, most of the respondents (50) agreed, compared to those who
strongly agreed (19) and neither agreed nor disagreed (17).
Regarding the effectiveness of the Collegian cartoons in presenting the issues they
talk about as relevant, Calinawan admits that the publication is partly culpable, especially
when it comes to issues outside of the university, those that dont affect students directly.
52
We should do more in convincing the students that they shouldnt distance
themselves from national issues, Calinawan says.
The respondents agreed that the Collegians cartoons get them me interested in
important issues and convince them that they are relevant, with an average score of 3.82,
leaning towards agreement. In fact, 56 respondents agreed with the statement, followed
by 15 who strongly agreed and 10 who neither agreed nor disagreed.
According to Calinawan, the readers of the Collegian are politically aware
and critical enough to know and to distinguish whats right from wrong. This leads to
the assurance that the readers will be able to understand the issues that the cartoons and
the publication itself tackles.
Regarding the arguments of the Collegian cartoons, the respondents consider
them as having informed arguments supported by evidence. The respondents are midway
between neither agreement nor disagreement and agreement with a score of 3.54. The
frequencies support this rating, with the frequencies of agreement (37) and neither
agreement nor disagreement (38) almost equal.
the Collegian (Per question)
STAGE THREE: Framing
(Narrative Paradigm Theory,
CI Maxim of Quality)
cartoons get me interested in
important issues, and
convince me that they are
relevant.
cartoons are effective in
making people aware of
issues.
Measure of central
tendency
Mean Median Mode
3.82
4
4
5
15
4
56
3
10
2
7
1
1
4.01
27
46
13
53
cartoons influence public
opinion on issues.
cartoons influence actual
action on the issues they talk
about.
cartoons are relevant.
cartoons have informed
arguments supported by
evidence.
3.77
16
49
17
3.36
40
25
12
3.89
19
50
17
3.54
38
37
5. Readers Perception of the Agenda-Setting Function of the Editorial Cartoons of the

Collegian
The last five questions dealt with the cartoons agenda-setting function.
The respondents rated the aggression-reduction function of the editorial cartoons
of the Collegian an average of 3.35, halfway between neither agreement nor disagreement
(3) and agreement (4), but significantly leaning towards the former. This is supported by
the median and mode, both of which averaged at 3.40.
Table 17. Readers perception of the agenda-setting function of the editorial
Measure of central
tendency
Mean
Median
Mode
Average
3.35
3.40
3.40
Standard
Deviation
0.39
0.55
0.55
The frequencies show a less delineated divide between agreement and neither
agreement nor disagreement, with an average frequency of 34.80 for the former and
30.40 for the latter. Meanwhile, respondents disagreed with an average frequency of
13.60, and strongly agreed with an average frequency of 8.60.
54
Table 18. Readers perception of the Agenda-Setting function of the editorial
f
4 (Agreement)
2 (Disagreement)
Average
8.60
34.80
30.40
13.60
2.00
According to Capistrano, the publications stand that it emphasizes in its editorial

cartoons is always pro-student, thus necessitating the discussion of issues that involve
the students, such as school administration policies.
Moreover, the publication also tackles issues that do not affect the students
directly, but are important nonetheless, especially those which affect marginalized sectors
like laborers, women and children.
As an alternative journalistic publication, we do not trap ourselves in news
within the university, Capistrano says. In fact, Capistrano says that the Collegian does
not usually highlight the achievements of students - individuals and organizations - in its
print publication. Instead, the Collegian uses social media to provide space for these kind
of news, reserving its print version for hard news.
In the newspaper, we allot more space for the issues that the students need to
know about, Capistrano says. This leads to criticisms that the publication is too
activist, to which Capistrano maintains the non-affiliation of the Collegian with the
red student political party of the university, in spite of the similarity of some of their
stands in issues and the issues that they choose to tackle.
Capistrano and Calinawan elaborate on the process by which the issues that the
editorial cartoons tackle are chosen by the publication, as well as how the publications
55
stand on the issue is crafted. The general stand of the publication is decided upon during
the meeting of the staff, led by the editorial board. Therein, the illustrators propose topics
depending on which topic is more apt to be talked about - for example, pork barrel,
student code - whatever needs to be talked about and needs to be brought back into
discussion for them not to be forgotten by the people, Calinawan says.
Every member of the staff is given the chance to suggest ideas, and to vote on the
issue that will be tackled in the cartoon. However, if there is not enough time to reach a
consensus, the editorial board has the final say.
After the topic has been decided, the illustrator assigned creates 3-5 studies for it,
to be submitted to Calinawan for approval. The graphic editor will choose the best study,
and will propose suggestions on how it can be improved so that it can be easily
understood. Afterwards, the final version will be shown to the editor-in-chief,
Capistrano, for the final approval, to be sent next to the layout editor.
Capistrano emphasizes that the editorial cartoon does not mirror the editorial
because the two must be different, clarifying a common misconception about the
relationship of the two.
According to the respondents, the Collegians editorial cartoons focus on the same
issues that they consider important, rating the cartoons 3.65, slightly leaning to
agreement. This is supported by the frequencies, with 44 respondents agreeing, 24 neither
agreeing nor disagreeing, and 13 strongly agreeing.
On the other hand, the respondents neither agree nor disagree on whether the
Collegian cartoons interpret issues the same way that they do, with a mean score of 3.05.
56
This is supported by the frequencies, wherein the largest (39) is neither agreement
nor disagreement, while agreement (23) and disagreement (21) are almost equal.
Table 19. Readers perception of the Agenda-Setting function of the editorial
STAGE FOUR:
Agenda Setting
(CI Maxim of Relation)
cartoons focus on the same
issues that I consider
important.
Measure of central
tendency
Mean Median Mode
3.65
4
4
5
13
4
44
3
24
2
8
1
0

cartoons interpret issues the
same way that I do.
cartoons change my opinion
and stand in the issues they
talk about.
cartoons make me want to
know more about the issues
they talk about.
cartoons move me to actual
action.
3.05
23
39
21
3.18
33
31
18
3.88
17
55
14
3.00
19
44
19
6. Comparison of Readers Perception of the Effectiveness of the Editorial Cartoons of

the Collegian Per Function
A comparative look at the perception of the effectiveness of the Collegian
cartoons according to each function reveals more detail.
The respondents consider the Collegian cartoons to be more effective in their
functions as entertainment (mean 3.76, median and mode 4) and framing (mean 3.73,
median 4, mode 3.83).
57
However, the respondents consider the Collegian cartoons to be less effective in
their functions as aggression reduction (mean 3.37, median 3.33, mode 3.50) and agendasetting (mean 3.3, median and mode 3.40).
The following combined bar-and-line graph incorporates the mean, median and
mode scores of the questionnaire responses according to each function to show the
aforementioned pattern more clearly.
Chart 2. Readers perception of the effectiveness of the editorial cartoons of the
Collegian (Per function, measures of central tendency)
Respondents answered with strong agreement and agreement (4) with the
aggression-reduction and agenda-setting functions of the cartoons.
For strong agreement, both aggression-reduction and agenda-setting scored a
frequency of 15.67, compared to the entertainment functions 8.6 and the framing
functions 9.83). Meanwhile, the aggression function scored a high 46.50 agreement
58
frequency, almost equal to the agenda-setting frequency of 46.17, compared to
entertainments 34.80 and framings 31.33.
On the other hand, the entertainment and framing functions had higher frequency
scores with responses of neither agreement nor disagreement, with the former scoring
30.40 and the latter scoring 33.67, compared to aggression-reductions 19.83 and agendasettings 23.33.
The stacked bar graph below compares the frequencies of the responses per
function. More detail can be seen here with the level of agreement or disagreement of the
respondents regarding the effectiveness of the cartoons per function.
Chart 3. Readers Perception of Effectiveness of the Editorial Cartoons of the
Collegian (Per function, frequencies)
Entertainment
8.6
34.80
30.40
13.6
2.00
15.67
46.50
19.83
6.33 1.00
Framing
9.83
31.33
33.67
12.67
1.67
Agenda-Setting
15.67
Strongly Agree
46.17
Agree
Neither Agree Nor Disagree
23.33
Disagree
Strongly Disagree
4.17 0.83
59
VI. SUMMARY AND CONCLUSION
The study reveals that the Collegian concedes the limitations of the effectiveness
of the editorial cartoons to form collective action (Calinawan, 2015) on their own.
On the other hand, they consider the publication and its editorial cartoons to be
effective tools for social commentary in (shaping) the collective consciousness as a
propaganda material that disseminates important information about local and national
issues, from which the publication can move to mobilization.
The study framework helped in the analysis of the data. Specifically, the functions
of editorial cartoons in social life - entertainment, aggression-reduction, agenda-setting
and framing - guided the analysis of the readers and the publications perception of the
effectiveness of the editorial cartoons of the Collegian. This analysis is further detailed
with the inclusion of the perception of the effectiveness of the elements of the editorial
cartoons and their interplay - images, and captions, as well as caricature, symbolism and
social commentary.
The narrative paradigm theory guided the analysis of the match of the values of
the publication (summarized in the editorial cartoons) and those of the readers, especially
with their choice of issues to tackle and their opinions on those issues. The conversational
implicature theory guided the analysis of the effectiveness of the process of the delivery
and interpretation of the meanings contained in the cartoons, especially with the maxims
delineated by the theory - quantity, quality, relation and manner.
The focused interviews reveal the unique nature of the Philippine Collegian - a
student publication which practices alternative journalism, which influences the choice of
issues that it tackles, as well as the way by which it frames its stands in issues. This in
60
turn influences its editorial cartoons as the summary of the stand of the publication
(Calinawan, 2015).
As an alternative journalistic publication, the Collegian tackles issues that
mainstream journalism doesnt usually devote, especially those which affect marginalized
sectors like laborers, women and children.
Nevertheless, this alternative journalism, with the publication being student-run,
remains pro-student, thus necessitating the discussion of issues that involve the
students, such as school administration policies - wherein lies the challenges of making
both local and national issues relevant to its readers, the students.
The survey revealed that the Philippine Collegian, as well as its editorial cartoons,
suffers from low readership and inconsistent interest among first-year UP students.
Despite this, the students perception of the overall effectiveness of the editorial cartoons
are slightly positive.
Regarding the specific functions of the editorial cartoons, the readers consider
them effective in entertaining the reader by their visual attractiveness, as well as in
framing issues well.
On the other hand, they consider the cartoons to be less effective in reducing their
aggression towards issues and in influencing reaction and action about the issues that
they tackle.
The study concludes that as the publication and its editorial cartoons are fairly
effective, more can still be done to make them more effective tools for social
commentary. In fact, Calinawan said that the publication should do more in convincing
the students that they shouldnt distance themselves from national issues.
61
VII. IMPLICATIONS AND RECOMMENDATIONS
This study deals with a single facet of the Philippine Collegian. Even though
editorial cartoons are very important to the publication, it is important to consider that
they operate within a greater context.
The editorials of the Collegian are but one aspect within the publication itself (as
being just one of the sections of the Collegian), within the institution (as a publication
created by an independent organization with its own stand), as well as within the
university (as a publication created by and for the students) and beyond (as an entity that
deals with issues inside and outside the university).
This study is an attempt to contextualize the editorial cartoons, as well as
determine their effectiveness as it is perceived by its readers.
The methodology of the research, with the use of a survey and focused interviews,
aimed for comprehensiveness on studying the Collegian cartoons. The survey aimed to
get the perceived effectiveness of the cartoons from the perspective of the consumers of
the media, and present it alongside the context of the producers - specifically, the
illustrators and editors of the Collegian.
Future researches may delve into a more comprehensive sample of the
community. This study involved first year students in order to get a fresh perspective
about the Collegian. A cross-year level population may yield different results.
Moreover, other publications may be potential subjects for study. The Collegian
has a unique characteristic as a student publication that practices alternative journalism,
especially in the issues that it tackles.
62
Comparative studies may be made to parallel the Collegian with other student
publications, especially regarding the political stands and the sort of issues that the
individual publications tackle.
The results of this study could benefit the current and future editorial board of the
Collegian. The perception of the students on the editorial cartoons of the publication is
crucial in understanding the perception of the students about the stand of the publication,
and guide the publication in how to frame and construct their editorial cartoons - and by
extension, the other elements of the publication - in order to be more effective.
63
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68
APPENDIX A
Sample Survey Form
Hello!
I am Juan Miguel Ala-Tolentino, a fourth-year BA Journalism student. As part of my
undergraduate thesis, I am studying how readers like you regard the editorial cartoons of
the Philippine Collegian, the official student publication of UP Diliman.
I would like to ask for your help by answering this short questionnaire. If you have any
questions or concerns, feel free to ask me.
I. Respondent profile.
Name (Optional): ________________________________ Gender: ___ Age: ____
College: _______________________ Course: ____________________ Year: ___
II. ENCIRCLE the corresponding number of your answer.
(You dont have to be exact - just give an estimate.)
How many issue of the Philippine Collegian
have you read so far?
Out of the times you have read the
Collegian, how often did you take the time
to read the editorial cartoons?
10
10
III. Read the following statements about the editorial cartoons of the Collegian.
ENCIRCLE the corresponding number of your answer. Refer to the LEGEND below.
LEGEND:
1 - Strongly Disagree
2 - Disagree
3 - Neither Agree nor Disagree

4 - Agree
5 - Strongly Agree
The art of the editorial cartoons of the Collegian is eyecatching and appealing.
The humor in the editorial cartoons of the Collegian is
entertaining.
The text in the editorial cartoons of the Collegian is
easily legible and can be easily understood.
The symbols in the editorial cartoons of the Collegian are
accessible.
In spite of the graphics-heavy format of the Collegian, I
still find the editorial cartoons interesting.
69
The editorial cartoons of the Collegian present enough
information (not too little, not too much).
The humor in the editorial cartoons of the Collegian help
me channel my frustration over issues.
The humor in the editorial cartoons of the Collegian help
me view issues in a better perspective.
The arguments that the editorial cartoons of the
Collegian present are clear and organized well.
The editorial cartoons of the Collegian represent all sides
of issues fairly.
The editorial cartoons of the Collegian provide
constructive criticism.
The editorial cartoons of the Collegian are more thoughtprovoking than offensive.
The editorial cartoons of the Collegian get me interested
in important issues, and convince me that they are
relevant.
The editorial cartoons of the Collegian are effective in
making people of issues.
The editorial cartoons of the Collegian influence public
opinion on issues.
The editorial cartoons of the Collegian influence actual
action on the issues they talk about.
The editorial cartoons of the Collegian are relevant.
The editorial cartoons of the Collegian have informed
arguments supported by evidence.
The editorial cartoons of the Collegian focus on the same
issues that I consider important.
The editorial cartoons of the Collegian interpret issues
the same way that I do.
The editorial cartoons of the Collegian change my
opinion and stand in the issues they talk about.
The editorial cartoons of the Collegian make me want to
know more about the issues they talk about.
The editorial cartoons of the Collegian move me to actual
action (for example, mobilization).
Check if you have left any item unanswered.
Thank you for finishing the survey!
70
APPENDIX B
Focused Interview Guide Questions
1. How does the Collegian create its editorial cartoons? What are the editorial
policies and institutional pressures that influence their creation?
2. What is the publications target audience? Do you think the publication - and
more specifically, the editorial cartoons - are being acknowledged as effective and
relevant? How so?
3. How would you describe the publications stand in issues? What are the usual
issues that the publication tackles? How does this affect its editorial cartoons?
4. How has the format of the publication changed over the years? How has the more
dynamic and more graphics-heavy format affected the reception of the editorial
cartoons? Do you think the editorial cartoons are visually appealing?
5. Do you think the editorial cartoons help its readers get interested in the issues it
tackles and put those issues into perspective? What effects does the Collegian
expect from its readers due to the cartoons?
6. Do you think the editorial cartoons are effective? Why, and how so? How do you
think the publication can spur the interest and effectiveness of the editorial
cartoons - and consequently, the publication itself - among its readers?
71
APPENDIX C
Selected Editorial Cartoons from the Philippine Collegian, A.Y. 2014-2015
72
(All editorial cartoons courtesy of Patricia Ramos, Philippine Collegian cartoonist, 2015)

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i

UNIVERSITY OF THE PHILIPPINES

Bachelor of Arts in Journalism

A Study on the Effectiveness of the Editorial Cartoons

I hereby grant the University of the Philippines non-exclusive worldwide, royalty-free

Specifically I grant the following rights to the University:

A STUDY ON THE EFFECTIVENESS OF THE EDITORIAL CARTOONS

has been accepted for

Professor Evelyn Katigbak

Dr. Roland B. Tolentino

Juan Miguel Ala-Tolentino

249 Aguinaldo Highway, cor. Malabag Road,

Date and Place of Birth

04 September 1994, Pasay City

Rogationist College High School Department,

Valedictorian, Fr. Luigi Caburlotto School,

Editor and contributor for Gospel Komiks Magazine,

University Scholar: 2nd semester AY 2012-2013

B. Statement of the Problem and Objectives

C. Significance of the Study

D. Scope and Limitations

REVIEW OF RELATED LITERATURE

C. Mainstream Editorial Cartoons in the Philippines

D. Campus Journalism and the Philippine Collegian

1. Conversational Implicature Theory

2. Narrative Paradigm Theory

3. Elements and Functions of Editorial Cartoons

D. Operational Definition of Terms

B. Concepts and Indicators

D. Units of Analysis and Sampling

RESULTS AND DISCUSSION

C. Readers Perception of the Effectiveness of the Editorial Cartoons of

1. Readers Perception of the Overall Effectiveness of the

2. Readers Perception of the Entertainment Function of the

3. Readers Perception of the Aggression-Reduction Function

4. Readers Perception of the Framing Function of the Editorial

5. Readers Perception of the Agenda-Setting Function of the

6. Comparison of Readers Perception of the Effectiveness of

SUMMARY AND CONCLUSION

IMPLICATIONS AND RECOMMENDATIONS

APPENDIX A: Sample Survey Form

APPENDIX B: Focused Interview Guide Questions

APPENDIX C: Selected Editorial Cartoons from the Philippine Collegian,

Call for Submissions for the 2011-2012 Philippine Collegian

Editorial page of the Collegian (Tomo 25, Issue 11: 1972)

Editorial page for Rebel Kule (2013)

Conversational implicature theory

Narrative paradigm theory

Elements and functions of editorial cartoons

Integrated conceptual framework

Readers perception of the effectiveness of the editorial cartoons

Readers perception of the effectiveness of the editorial cartoons

Readers perception of the effectiveness of the editorial cartoons

Concepts and indicators

Colleges of UP Diliman included in the study

Distribution of respondents by age

Distribution of respondents by sex

Exposure to the Collegian (Measures of central tendency)

Exposure to the Collegian (Frequencies)