THE EFFECT OF COMPUTER ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT’S PERFORMANCE

THE EFFECT OF COMPUTER ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT'S PERFORMANCE
THE EFFECT OF COMPUTER ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT'S PERFORMANCE

THE EFFECT OF COMPUTER ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT’S PERFORMANCE

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TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Statement of Purpose

1.4    Significance of the Study

1.5    Justification of the Study

1.6    Broad Objective

1.7    Specific Objectives

1.8    Research Questions

1.9    Research Hypotheses

1.10  Operational Definitions

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Area of the Study

3.2    Study Design

3.3    Population of the Study

3.4    Sample

3.4    Instrumentation

3.5    Method of Validating Instrument

3.6    Reliability of the Instrument

3.7    Method of Data Collection

3.8    Method of Data Analysis

 

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction

4.2    Presentation of Data

4.3    Test of Hypotheses

4.4    Discussion of Findings

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Introduction

5.2    Summary

5.3    Conclusion

5.4    Recommendations

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

The need for science and technology as potent tool for a nation’s overall sustainable development can hardly be over emphasized. This is because the economic and social development of both developed and developing nations like Nigeria are to a large extent dependent on the level of scientific and technological literacy of her citizens. Moreover, all branches of science have important contribution to make in any nation’s technological advancement.

Obviously, science and technology is the bedrock for acquiring scientific knowledge and skills for understanding and explaining of natural phenomena.  Moreover, Olayiwola (2014) stressed that science, as a secondary school subject, has over the years gained prominence in the school curriculum worldwide.

 

In brief, computer animation is the use of graphics, text, video, sound and images in instructional process. In addition, Bamidele and Yoade (2017) defined computer animation as simulated motion pictures showing movement of drawn objects. Moreover, in the conceptualization of Owolabi and Olabode (2014) computer animation in teaching is the use of text, graphics, motion picture, background sound as well as some narrations in instructional delivery. This implies that computer animation has the features of both audio and visual presentations.

 

Furthermore, Ayotola and Abiodun (2010) carried out a study on computer animation in biology. The independent variables are the teaching strategy at two levels (use of computer animation and conventional teaching method). The mental ability at two levels (high and low) and gender (male and female). Biology content pre-test was exploited as a covariate. Topics on genetics were grouped into a six-week learning package. Biology Achievement Test and Mental Ability Test were the research instruments. The findings highlighted the significant effect of computer animation on the achievement of students.

The use of animated materials reduces the learning task and time; it creates room for consistency and learning mastery by increasing retention, safety and motivation (Owolabi & Olabode, 2014). Owolabi and Olabode (2014) added that it facilitates communication and appeals. Thus, to senses of sight and hearing which makes learning more meaningful and permanent.

 

Biology, which is an integral part of science and focuses on living things (plants and animals), is a highly popular subject amongst senior secondary students in Nigeria.

 

In the Nigerian educational system, it is compulsory that every student in the senior secondary school study at least one science subject. Over the years, the trend has been that most students choose biology over the other science subjects such as chemistry, physics, and so on.

The performance of students in the subject has, however, been very poor (Bilesanmi 1998, Ige, 2001). Investigations have revealed quite a number of reasons; one is that some concepts are very difficult for teachers to teach as well as for students to learn (Ige, 2001; Nzewi & Osisioma 1994; Okebukola 1990, Orukotan 1999). Some of these topics include genetics, ecology, and nervous coordination.

 

Other studies have shown that the difficulty of learning genetics is a common phenomenon, because the topic is abstract and the processes involved are not physically observable (for example cell division, fertilization, and germination). (Abimbola, 1998; Locke & McDermid, 2005; Richards & Ponder, 1996; Ruiyong, 2004; Snowden & Green, 1994; Turney, 1995).

There is a need, therefore, to provide tools that can make learning a concept such as genetics easier and concrete. One such tool may be animation, hence, this present study on effect of computer-animation on senior secondary school biology student’s performance in Uyo Local Government Area of Akwa Ibom State becomes imperative.

 

THE EFFECT OF COMPUTER ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT’S PERFORMANCE

1.2   Statement of the Problem

The persistent poor performance of students in biology in both internal and external (SSCE) examination have been a source of worry to researchers, science educators, parents and even the students themselves. One may suspect that the unsatisfactory academic achievement and low interest in biology may be attributable to the expository teaching method often employed by the teachers despite its succinct advantage for teaching large classes.

 

Expository method of teaching limits the room for learners’ active participation in the instructional process, seldom takes into account individual differences, makes pupils uninterested in class, discouraged and bored. Thus, researchers have continued to seek better ways of teaching using computer animation.

 

However, literature available to the researcher indicated that majority of researches focused on effect of computer animation on secondary school students’ interest and academic achievement in different subjects. None of the studies on computer animation was conducted in relation to Biology in Akwa Ibom State. It has thus become necessary for the present study to investigate the effect of computer-animation on senior secondary school biology student’s performance.

 

1.3    Purpose of the Study

Generally, the study was to investigate the effect of computer animation on senior secondary school biology student’s performance in Uyo Local Government Area of Akwa Ibom State. Specifically, the study sought to find out:

  1. the mean achievement scores of students taught Biology using computer animation and that of those taught using expository
  2. the mean interest scores of students taught Biology using computer animation and that of those taught using expository
  3. determine the effect of computer animation on the male and female students’ performance in biology.

 

1.4   Research Questions

The following research questions guided the study:

  1. What are the mean achievement scores of students taught Biology using computer animation and those taught using expository method?
  2. What are the mean interest scores of students taught Biology using computer animation and those taught using expository method?
  3. What are the mean performance scores of male and female students taught biology concepts using computer animation?

 

1.5   Research Hypotheses

The following hypotheses were tested at .05 level of significance:

  1. There is no significant difference in the mean achievement scores of students taught Biology using computer animation and that of those taught using expository
  2. There is no significant difference in the mean interest scores of students taught Biology using computer animation and that of those taught using expository
  3. There is no significant difference between the mean performance scores of male and female students taught biology concepts using computer

 

1.6            Significance of the Study

The findings of this study will be beneficial to many people. The beneficiaries include teachers, learners, curriculum planners, and the society as a whole.

  • Firstly, the findings of this study will help secondary school students to expel some of the phobia they have in learning biology. Furthermore, they will realize that their achievement depends to a great extent on their own active participation in the class. Also, they will begin to appreciate their involvement in class activities which will help them gain some lasting skill that will enhance capacity building and sustainable development.

 

  • Secondly, the findings of this study will help biology teachers to properly implement the biology curriculum. Indeed, the advantages of use of computer animation in learning biology in the classroom will motivate the teachers in teaching the subject well. Therefore, the method will help the teachers to teach difficult concepts well, thus arousing the interest and active participation of the learners.
  • Thirdly, the curriculum planners will gain a better insight on how to develop the curriculum to incorporate computer animation at appropriate positions. Thus, this will make the subject activity oriented and student centred.

 

  • Lastly, the general society will also gain from the findings of the study. However, if computer animation or conventional method adequately improve students’ academic performance and interest in biology. The subject and its related courses will gain attention by the students in tertiary institutions of higher learning. Thus, achieving the nations dream of capacity building and sustainable development.

 

1.7    Limitation of the Study

The limitations of the study were as follows:-

  • Lack of research materials like magazines, journals, textbooks, etc.
  • Lack of fund, for movement by the researcher, purchase of research materials to be used as well as meals.
  • Time constraint due to the work load as it require combining the research work with the normal academic work.

 

1.8    Delimitation of the Study

The study is delimited to all the biology students in all the secondary schools. The scope of this study covered the five different types of animation which include traditional animation, 2D vector based animation, 3D computer animation, motion graphics and stop motion animation. In this study, 3D computer animation was used for the experiment.

 

1.9  Definition of Terms

Computer animation: In this study, Computer animation is defined as the process used for digitally generating animated images that are well-designed to help students learn faster and easier.

Biology: Biology can be defined as a natural science subject which study all living things of contents from in the biosphere and earth surface.

 

Student: A student can be defined primarily as a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment at desired field.

Influence: The capacity to have an effect on the character, development, or behaviour of someone or something, or the effect itself.

Academic performance: Academic performance is the measurement of student achievement across various academic subjects

 

Note for Further Reading

Is computer animation and academic achievement of Nigerian senior secondary school students in biology?

Why do we use animation in biology?

What effect of biology practical on secondary school students academic performance in biology?

What is the effect of computer usage on academic achievement of secondary school students?

 

CONCLUSION

Based on the findings, it is concluded that the use of computer animation is an effective method of teaching biology. It has enhanced students’ interest and academic achievement in biology.

The students taught biology using computer animation have significantly greater academic achievement and also exhibited higher level of interest in biology than those taught using expository method.

 

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