Abstract
The study compared the effects of Animated and non-animated computer-assisted instruction (CAI) on students’ achievement in basic science. The major purpose of the study was to determine students’ responses to learning done with the two modes of computer-assisted instruction (CAI) and find out which of the two modes of CAI is able to enhance their achievement in basic science. Three research questions and three hypotheses guided the study. The study adopted quasi experimental research design specifically the non-equivalent groups design. The population of the study comprised of 2,437 JSS II Basic Science students in public secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. Purposive sampling technique was used to select two schools from the area of the study. A sample of eighty-five students consisting of thirty-nine boys and forty-six girls were involved in the study. A validated researcher-made instrument titled “Basic Science Achievement Test (BSAT)” with reliability coefficient of 0.93 was used for data collection. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance. Findings showed that students taught basic science using animated computer-assisted instruction had significantly higher achievement scores than those taught using non-animated computer-assisted instruction. Again, male students taught basic science using animated computer-assisted instruction had significantly higher achievement scores than their female counterparts. Animated CAI is therefore recommended for teaching basic science because it enhanced students’ achievement more than the non-animated CAI.
Presenters
Bianca Mbonu-AdigweLecturer, Science Education, University of Nigeria Nsukka, Enugu, Nigeria
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Animations, Achievement, Basic Science, Computer-Assisted Instructions, Non-Animated CAI
