Two-Dimensional Animation and Students’ Achievement in Mathematical Economics: Implications for Science Teaching

Ejimonye, Jovita C.; Ugwuanyi, Christian S.; Okeke, Chinedu Ifedi; Nwoye, Mercy N.

doi:10.37624/ijert/13.6.2020.1220-1230

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…Ugwuanyi et al (2020a) found that animated powerpoint presentation (PPT) significantly enhanced the achievement of students in physics. Ejimonye et al (2020aEjimonye et al ( , 2020b found that the 2D animation technique had a significant effect on students' motivation and achievement in the quantitative/mathematical content of economics respectively. Ugwuanyi et al (2020b) found that digital game-based learning significantly (p < .05) improved the achievement of primary school pupils at both the post-test and follow-up measures.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

“…This theory is related to the present study in that computer-assisted instruction consists of both visual and audio channel which can help the students to understand mathematics and physics concepts. This theory has been successfully utilized by Ejimonye et al (2020a), Ejimonye et al (2020b), Hamzat et al (2017) and Edo (2017) to carry out similar studies.…”

Section: Theoretical Background Of the Studymentioning

confidence: 98%

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Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Ugwuanyi

2020

IJHE

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

Section: Theoretical Background Of the Studymentioning

confidence: 98%

Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Ugwuanyi

2020

IJHE

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“…In this study, experimental conditions were assigned randomly to intact classes. This design has been utilized by Ezema et al (2022), Adene et al (2021), Ejimonye, Onuoha, et al (2020); Ejimonye, Ugwuanyi, et al (2020), Offordile et al (2021), Njoku et al (2020), Eze et al (2021), and Ezema et al (2022).…”

Section: Methodsmentioning

confidence: 99%

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

2023

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This study determined the efficacies of cognitive conflict and 5E instructional models on students’ conceptual change achievement and self-efficacy in particulate nature of matter concepts in physics. In this study, non-equivalent groups quasi-experimental design was used. A sample of 195 senior secondary school year 1 students (SSI) with an average age of ( M = 14.64, SD = 3.34) was used. Particulate Nature of Matter Conceptual Change Test (PNMCCT), and Particulate Nature of Matter Self-Efficacy Scale (PNMSES) were used to collect data. The SES was adapted and consists of 30 items of four-point Likert-type. A trial test was done on 20 SS1 physics students using the validated instrument. The estimate of internal consistency of .86 and a temporal stability of .99 were obtained for PNMCCT while an estimate of internal consistency of .71 was obtained for PNMSES. Before treatment, the initial conceptual change achievement and self-efficacy of the subjects were established using PNMCCT and PNMSES. After the treatment, the PNMCCT and PNMSES instruments were administered to the subjects as a posttest. Mean was used to answer the research questions while analysis of covariance was used to test the hypotheses at a 5% level of significance. The result showed that students’ conceptual change achievement and self-efficacy were significantly enhanced after exposure to 5E instructional treatment than that of cognitive conflict. Thus, it was recommended that the 5E instructional model should be adopted by physics teachers for the effective improvement of physics students’ self-efficacy in schools.

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“…The theory stipulates that learning is active and effective when words and pictures are integrated into the lesson. Active learning can be attained through the combination of sounds and images for a wider experience (Ejimonye et al, 2020). Students learn using different styles such as visual, aural, reading and writing but learning can be optimized when a combination of these styles is presented (Gilakjani, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Effects of Multimedia Application on Students’ Academic Achievement in Agricultural Science

Ugwuoke,

Babajide,

Ekenta

et al. 2023

JBSE

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The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students’ Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching. Keywords: academic achievement, mixed method design, multimedia, agricultural science, teaching and learning

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Two-Dimensional Animation and Students’ Achievement in Mathematical Economics: Implications for Science Teaching

Cited by 11 publications

References 9 publications

Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics

Effects of Multimedia Application on Students’ Academic Achievement in Agricultural Science

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