Effectiveness of Media Animation on Academic Achievement in Ecology Among Secondary School Students in Municipal Education Zone, Kano State, Nigeria
DOI:
https://doi.org/10.56919/usci.2541.033Keywords:
media animation, academic achievement, ecology, gender, secondary educationAbstract
Study’s Excerpt:
• This study uniquely examines media animation’s impact on ecology learning in Kano Municipal secondary schools.
• Findings reveal animated media boosts female students’ biology scores more than males.
• ANCOVA confirms significant improvement (p < 0.05) over conventional methods.
• Proves animation enhances engagement and closes gender gaps in science education.
Full Abstract:
This study investigated the effectiveness of media animation on the academic achievement of secondary school students in biology within the Kano Municipal Education Zone, Nigeria. Unlike previous studies that broadly explored multimedia learning, this research provides a focused examination of animated media’s impact on ecology instruction and its differential effects on male and female students. A quasi-experimental pre-test post-test design was adopted, involving 127 SSII students selected from four purposively sampled public secondary schools. Participants were assigned to either an experimental group (taught using media animation) or a control group (taught using conventional methods). The Ecology Achievement Test (EAT) was developed using past WASCCE biology questions (2016–2020) and validated by four experts. Reliability was established using Pearson Product Moment Correlation Coefficient (PPMC) and Cronbach’s Alpha, yielding a coefficient of r = 0.715, ensuring the test’s internal consistency. The findings revealed that students exposed to media animation significantly outperformed their counterparts in the control group, demonstrating higher comprehension and retention of ecological concepts. Notably, female students in the experimental group achieved higher mean scores than their male counterparts, suggesting that media animation may be particularly beneficial for female learners in biology. ANCOVA results confirmed the statistical significance of these findings (p < 0.05). This study’s novel contribution lies in its empirical validation of media animation as an effective pedagogical tool for ecology instruction in Nigerian secondary schools. Its practical implications suggest that biology educators should integrate media animation into their teaching strategies to enhance student engagement, improve academic performance, and bridge gender gaps in science education. Future research should explore long-term retention effects and the integration of animation with hands-on activities to further optimize biology learning outcomes.
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