Effect of Computer-Animation on Senior Secondary School Biology Students Performance

THE EFFECT OF COMPUTER-ANIMATION ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT’S PERFORMANCE IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE

 

ABSTRACT: The study investigated the effect of computer-animation on senior secondary school biology student’s performance in Uyo Local Government Area of Akwa Ibom State. The study was guided by two research questions and two hypotheses were tested at .05 level of significance. Quasi-experimental pre-test, post-test non- equivalent control group research design was adopted for the study. The population of the study consisted of 13,109 SS1 students made up of 5,988 males and 7,121 females in 2018/2019 academic session in Akwa Ibom State. Multistage sampling procedure was used to draw the sample size of 655 SS1 students for the study. The instruments titled ‘‘Biology Achievement Test (BAT)’’, validated by three experts with a reliability coefficient of 0.94 and 0.88 respectively were used for data collection.

Mean and standard deviation were used to answer the research questions and ANCOVA was used to test the hypotheses. The findings of the study revealed among others that the students taught biology using computer animation yielded greater achievement mean gain score than those taught using expository method. It was also reported that there is significant difference in the mean achievement scores of students taught biology using computer animation and that of those taught using expository method in favour of computer animation. Based on the findings, it was recommended among others that Biology teachers should utilize computer animation in teaching the subject to increase interest and academic achievement of students. Conclusion was drawn and suggestions for further studies in the related area were preferred.

 

Effect of Computer-Animation on Senior Secondary School Biology Students Performance

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, all branches of science have important contribution to make in any nation’s technological advancement. Science and technology is the bedrock for acquiring scientific knowledge and skills for understanding and explaining of natural phenomena.

Ezechi and Adukwu (2018) posited that the technological progress of any country is predicted on a sound science education. The implication is that for any country to attain a meaningful level of advancement in technology, priority must be placed on the promotion of scientific knowledge and skills at all levels of educational cadre. Olayiwola (2014) stressed that science, as a secondary school subject, has over the years gained prominence in the school curriculum worldwide. This is because it is at secondary level that foundation for all the core science subjects is laid for further studies in tertiary institutions.

Science teaching in Nigeria started in form of nature study and the general science. Progressively, Kola (2013) pointed that science was re-organized into three subjects namely biology, biology and physics. Bamidele and Yoade (2017) observed that the current mode of learning in Nigeria is principally structured on traditional chalk-and- talk method. The expository method is a teaching method in which the teacher presents a verbal discourse on a particular subject, theme or concept to the learners with little or no instructional aids (Nnorom, 2015).

Expository method is teacher-centred instructional approach. In recent years, there has been a growing trend across a range of media to use highly illustrated materials for instruction rather than relying on largely text-based presentations of information (Obot, 2017). This trend is learner centered and among these strategies is the multimedia computer animation strategy. Bamidele and Yoade (2017) asserted that technology such as computer animation instructional packages make teaching effective as learning is enhanced with images, video and sound.

Computer animation is the use of graphics, text, video, sound and images in instructional process. Bamidele and Yoade (2017) defined computer animation as simulated motion pictures showing movement of drawn objects. Bamidele and Yoade (2017) added that it seeks to arouse students’ interests, stimulates thinking and concretizes knowledge that could otherwise only be explained in abstract term. 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. The importance of role-playing in the instructional process cannot be over-emphasized.

Computer Animation package has been exploited in science fields to assist students in the understanding of difficult topics (Abidoye & Omotunde, 2015; Adegbija & Falode, 2014; Akpoghol, Ezeudu, Adzape & Otor, 2016; Ayotola & Abiodun, 2010; Gambari, Falode & Adegbenro, 2014; Salisu, 2015; Yisa & Ojiaku, 2016).

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 to senses of sight and hearing which makes learning more meaningful and permanent.

In the same vein, Gambari, Falode and Adegbenro (2014) posited that multimedia computer animation seems to attract students’ attention and increase their motivation to learn. It could be deduced from the above that the use of multimedia computer animation could increase students’ motivation and make the learning of Biology more interesting, enjoyable and understandable.

Abanikannda (2018) stressed that biology helps to explain the structure, function, development and existence of living things and also provide justification for their reactions with the environment within which they exist. According to Ayotola and Abiodun (2010) 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.

Annan, Adarkwah, Abaka- Yawson, Sarpong and Santiago (2019) averred that biology helps learners to have insight on natural and environmental concepts, principles, theories, and laws. Continuing, Annan et al (2019) posited that among others, the objectives of teaching biology at secondary school level involve the ability of the learners to develop an awareness of the environment, to have meaningful and relevant knowledge in biology necessary for successful living in a scientific and technological world and to make room for technological advancement. Biology at senior secondary school has some contents.

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. Further investigations have shown that many of these topics are taught mostly with only textbooks.

This presents difficulties in understanding for students and many of these topics, particularly genetics which is difficult to teach, end up being neglected by teachers (Orukotan, 1999). 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.

Effect of Computer-Animation on Senior Secondary School Biology Students 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.

The researcher is worried that if the expository method of teaching biology remains as it is presently, students in Uyo, Akwa Ibom State secondary schools may continually lag behind in biology. Thus, researchers have continued to seek better ways of teaching using computer animation. Computer animation could make learning more interesting, realistic and appealing. It could be used by teachers to aid discussion and clarification of issues to make learning more understandable to students.

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 in Uyo Local Government Area of Akwa Ibom State.

 

1.3    Purpose of the Study

The main purpose of 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.

1. The findings of this study will help secondary school students to expel some of the phobia they have in learning biology. They will realize that their achievement depends to a great extent on their own active participation in the class. 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.
2. The findings of this study will help biology teachers to properly implement the biology curriculum. The advantages of use of computer animation in learning biology in the classroom will motivate the teachers in teaching the subject well. The method will help the teachers to teach difficult concepts well, thus arousing the interest and active participation of the learners.
3. The curriculum planners will gain a better insight on how to develop the curriculum to incorporate computer animation at appropriate positions. This will make the subject activity oriented and student centred.
4. The general society will also gain from the findings of the study. 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.

 

Effect of Computer-Animation on Senior Secondary School Biology Students Performance

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 in Uyo Local Government Area of Akwa Ibom State. 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.

 

Effect of Computer-Animation on Senior Secondary School Biology Students Performance

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

Secondary school (also” high school”)is a term used to describe an educational institution where the final stage of schooling, known as secondary education and usually compulsory up to a specified age, takes place. It follows elementary or primary education, and may be followed by university (tertiary) education.