Assessing Effectiveness of Animated Instructional Media on Academic Performance and Retention of Genetics Concepts

Abstract

The present study was carried out to assess the effectiveness of animated instructional media on academic performance and retention of genetic concepts among senior secondary school on biology students in Sokoto State. Adopted through Quasi Experimental design involving pre-test, post-test and post-posttest on two equivalent groups as experimental and control, the population on the study was 10148 SS III Biology students. In this regard, four intact classes were chosen with sample size of 238 SSIII students. Genetic Concept Performance and Retention Test (GCPRT) was the instrument used for data collection. Animated Instruction Media was used as instructional material to teach the experimental group while demonstration method was used to teach the control group. Independent sample t-test was used to test the four (4) hypotheses formulated in the study. The esults obtained in this line of research revealed that there was a significant difference in the academic performance and retention ability between students taught using Animated Instructional Material and those taught using demonstration method. It was therefore recommended for other senior secondary school teachers to harness the considerable benefits of technology, particularly animations, in teaching genetics and other related concepts.Keywords: animated, media, academic performance, retention.

Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

“…This finding is not in consonance with Adonu et al (2021), Gambari et al (2016), andOladimeji et al (2021) whose study revealed a significant difference in the mean retention of students exposed to flipped classroom instructional approach. It also goes contrary to Faruk et al (2022) and Mogbo et al (2021) whose study on computer animation discovered a significant difference in the retention scores of students. The reason for this discovery is due to the fact that the computer simulation and animation package used in flipped classroom situation in this study incorporated videos, texts and voice mechanisms, which, for that reason, has what it takes to arouse both auditory and visual senses of learners and, in this manner, supporting them to retain the content.…”

“…In another study, Ahmed and Inti (2021) revealed a substantial difference in the achievement of students exposed to animation and lecture method. Faruk et al (2022) also found a significant difference in the achievement and retention of students exposed to animation and orthodox method of teaching. In another study, Gambari et al (2014) informed a significant difference in the mean achievement and retention of students taught using animation and geometrical model.…”

“…Thus, classroom best practices in various concepts should be subjected to visualization of subject matter, which is better processed in cognitive structure (Olatunde-Aiyedun, 2021). The use of animation helps in smooth teaching and learning, it improves retention of concepts because it is only when the concepts learned are stored and recalled in the long run that performance can improve (Faruk et al, 2022). Moreover, the use of computer animation in the classroom will stir the interest of the students, motivate them to learn and increase independent and personal responsibility for education, higher thinking skills and creativity in problem solving skills.…”

Integrating ARCS Motivational Model with Computer-Based Syntax Learning

“…All implementations and modifications made are to put high considerations over the learners' abilities, needs and preferences. Faruk, Aliyu, and Hassan (2022) in their research also emphasize on "varied forms of teaching method with innovations in teaching and learning" to improve learners' learning performance. These elements are important to consider even at the initial stage of the teaching and learning preparation in order to ensure successful learning.…”