Comparative Effects Of Animated And Non-Animated Computer Assisted Instructional Strategies On Students’ Academic Achievement In Basic Science

Authors

  • Bianca Uzoamaka Mbonu-Adigwe Department Of Science Education, University Of Nigeria, Nsukka Author
  • Nnaemeka Kenechi Oguezue Science Education Department, Nnamdi Azikiwe University, Awka Author
  • John Clement Abah Department Of Integrated Science, Alvan Ikoku Federal University Of Education, Owerri Author
  • Mercy Ifunanya Ani Department Of Science Education, Alex Ekwueme Federal University, Ndufu Alike, Ebonyi State Author
  • Jennifer Ndidi Lucy Ughelu Department Of Art And Social Science, St Augustine College Of Education, Akoka, Yaba, Lagos Author
  • Alexander Chinedu Nwankwo Department Of Educational Management And Foundation Studies, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State Author
  • Chisom Precious Anyigor Department Of Science Education, Alex Ekwueme Federal University, Ndufu Alike, Ebonyi State Author
  • Francis Elochukwu Ikeh Department Of Science Education, University Of Nigeria, Nsukka Author
  • Anaza, Abdulmumuni Onuyi Department Of Curriculum And Instruction, Federal College Of Education, Okene, Kogi State Author
  • Abigail Chikaodinaka Obodo Department Of Science Education, Enugu State University Of Science And Technology Author
  • Dare Lawrence Akindele Department Of Science Education, Federal University, Oye Ekiti, Nigeria Author
  • Timothy Vershima Akpoghol Department Of Chemistry, Rev Fr Moses Orshio Adasu University, Makurdi Author
  • Rashidat Ademosu Department Of Educational Foundations (Measurement And Evaluation), University Of Lagos Author

DOI:

https://doi.org/10.48047/0mem2p03

Keywords:

computer-assisted instruction, animations, non-animated computer-assisted instructions, basic science, gender.

Abstract

This study examines the effect of animated and non-animated computer-assisted instructions on students' academic achievement in basic science with the aim of addressing learning challenges in basic science. The study adopts a quasi-experimental research design involving 2,437 junior secondary school students in nsukka local government area, enugu state. Purposive sampling was used to select 85 students (39 males, 46 females) from four schools. Basic science achievement test was used for data collection after its validity was established. The reliability coefficient of 0.93 was obtained for the instrument. Data analysis entails mean, standard deviation, and analysis of covariance (ancova) at 0.05 significance level of significance. The results indicate significantly higher levels of academic achievement among students taught with animated computer-assisted instructions. Gender was not a significant factor on students’ achievement in basic science; the interaction effect of gender and instructional strategies on students’ achievement in basic science was not significant. The study recommends among others that the importance of adopting animated cai as a teaching strategy to improve student outcomes in basic science.

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Published

2025-04-10

Issue

Vol. 54 No. 5 (2025): Year 2025 ,Volume 54 Issue 5

Section

Articles

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How to Cite

Comparative Effects Of Animated And Non-Animated Computer Assisted Instructional Strategies On Students’ Academic Achievement In Basic Science (B. U. Mbonu-Adigwe, N. Kenechi Oguezue, J. C. Abah, M. Ifunanya Ani, J. N. Lucy Ughelu, A. Chinedu Nwankwo, C. Precious Anyigor, F. Elochukwu Ikeh, A. Abdulmumuni Onuyi, A. Chikaodinaka Obodo, D. Lawrence Akindele, T. Vershima Akpoghol, & R. Ademosu , Trans.). (2025). Cuestiones De Fisioterapia, 54(5), 1271-1285. https://doi.org/10.48047/0mem2p03