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Effect of Animation Instructional Strategy on Senior Secondary
School Students’ Interest and Achievement in Biology
Nwotolo, L.P1, Nwafor, C.E.2, Okpube, N.M.3, Osomasi, R.A.4, Nwovu, S.O.5, & Ikporo, F.B6
1Department of Science Education, Ebonyi State College of Education, Nigeria
2,3Department of Science Education, Ebonyi State University, Abakaliki, Nigeria
4Cross River State University, Calabar, Nigeria
5,6Department of Science Education, Ebonyi State University, Abakaliki, Nigeria
DOI: https://doi.org/10.51244/IJRSI.2025.120800408
Received: 13 Aug 2025; Accepted: 20 Aug 2025; Published: 22 October 2025
ABSTRACT
This study investigated the Effect of Animation Instructional Strategy (AIS) on Senior Secondary Two (SS II)
Students’ Interest and Achievement in Biology in Abakaliki Education Zone of Ebonyi State. Six research
questions and six hypotheses guided the study. A quasi-experiment of the pre-test, post-test non-equivalence
control group research design was adopted for the study. Senior secondary two (SS 2) students from all the 85
public secondary schools in Abakaliki Education Zone numbering 11,758 formed the population of this study.
The sample of the study comprised 468 students of the intact classes of 4 randomly sampled schools from the
four local government areas in the zone. Biology Interest Inventory adopted from Abonyi (2011) with
reliability coefficient of 0.81 and Biology Achievement Test (BAT) with reliability coefficients of 0.79 (for
internal consistency) and 0.89 (for stability) were used as instruments for data collection of this study. Mean
and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA)
was used to test the hypotheses at 95% confidence level. The results revealed that: AIS significantly enhanced
the mean interest and achievement scores of the students in biology more than the conventional chalk and talk
method. Equally, the result further revealed that there is no significant difference between the mean interest
and achievement scores of male and female students taught biology using AIS. In addition, the interaction
between the methods and gender on the students mean interest and achievement scores in biology was not
statistically significant. The study concluded that AIS was superior to the conventional chalk and talk method
in enhancing students’ interest and academic achievement in biology. Based on the findings of the study, it
was recommended among others that biology teachers should prioritize the use of AIS since it has been
proven to have a significant positive effect on the interest and academic achievement of students in biology.
Keywords: Biology, Secondary School Students, Interest, Achievement, Animation Instructional Strategy
INTRODUCTION
Biology is a foundational science subject that not only contributes to students’ understanding of the natural
world but is also pivotal for addressing global challenges such as disease outbreaks, food security, and climate
change. The teaching and learning of biology in secondary schools is critical for fostering interest in scientific
disciplines among students, especially in a rapidly developing country like Nigeria. The relevance of biology
is further underscored by its applications in health, agriculture, environmental conservation, and
biotechnology. In Nigeria, where health issues like malaria and tuberculosis prevail, and where agriculture
remains a vital sector, a solid understanding of biology is essential (Adebayo & Adeyanju, 2023; Ojo &
Ebenezer, 2022).
Despite the relevance of biology, Nigerian secondary school students often exhibit low interest and
achievement in the subject. Aina (2021) posits that many students face difficulties in grasping complex
biological concepts due to traditional instructional methods that often rely heavily on lectures and rote
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memorization. This submission is further substantiated by Ojo and Ebenezer (2022) who report that factors
such as teaching methods, lack of resources, and socio-cultural attitudes towards science education contribute
to poor interest and achievement which affects their retentive ability. Equally, Adesoji and Olatunji (2021),
posit that traditional teaching methods often fail to stimulate students’ interest and motivation, leading to low
achievement levels and disengagement from the subject matter. Furthermore, the conventional chalk and talk
approach can lead to a limited understanding of biological concepts, resulting in poor academic achievement,
and lack of interest among students (Kolawole, 2020; Akinbobola & Daramola, 2019). As a result, exploring
innovative teaching strategy like animation could potentially improve students’ interest, academic
achievement and retention in biology.
The conventional “chalk and talk” method of teaching, characterized by a teacher-centered approach where
information is delivered through lectures accompanied by writing on a blackboard or whiteboard, has been a
staple in education for decades (Ojo & Ebenezer, 2022). While this method has its merits, it faces significant
criticism in the context of modern educational need and learning theories. One of the primary advantages of
the chalk and talk method is its efficiency in delivering information to a large number of students
simultaneously (Kolawole, 2020). It allows teacher to cover a substantial amount of material in a relatively
short time, making it appealing in tightly scheduled curricula (Adesoji & Olatunji, 2021). Furthermore, this
method can be effective for introducing new concepts, providing a structured outline of content, and ensuring
that all students receive the same foundational knowledge (Akinbobola & Daramola, 2019). However, the
chalk and talk method has several notable drawbacks, particularly in fostering students’ engagement and
critical thinking (Adesoji and Olatunji, 2021). Modern educational researches (Adebayo & Adeyanju, 2023;
Ojo & Ebenezer, 2022; Aina, 2021), emphasizes the importance of active learning, where students engage
with the material through discussion, collaboration, and hand-on-activities. The traditional chalk and talk or
lecture format often leads to passive learning, where students become mere recipients of information rather
than active participants in their learning process. This passivity can result in lower retention rates and a lack of
deep understanding of material (Bello & Okeke, 2022). Moreover, the chalk and talk method does not cater to
diverse learning styles. Students have varying preferences for how they absorb and process information and a
one-size-fits-all approach can alienate those who thrive in interactive or experiential learning environments
(Kolawole, 2020). Recent advancements in educational technology like the use of digital tools allow for more
dynamic and interactive learning experience. These methods according to Adebayo and Adeyanju (2023),
encourage collaboration, critical thinking, and creativity, aligning more closely with the skills needed in the
21st century workforce. Hence the exploration of the efficacy of animated instructional strategy on students’
interest, achievement and retention in biology.
Animation refers to the simulation of movement created by displaying a series of individual images, or
frames (Mayer, 2021). In education, animations can be utilized to visualize complex concepts, making them
more accessible to learners (Hattie, 2021). As a multimedia instructional tool, animation harnesses visual
representation to simplify intricate biological processes and concepts, thereby facilitating better understanding
among students (Mayer, 2017). Furthermore, animation can simplify processes like cellular respiration,
reproduction, genetic inheritance, and ecological interaction, which are often challenging for students to
comprehend through text-based or static imagery alone which conventional chalk and talk method offers
(Rogers et al., 2021). Studies have indicated that animated content can significantly enhance learning
outcomes by promoting active engagement and facilitating better retention of information (Bello & Okeke,
2022). Zhang, Zhou, Briggs, & Nunamaker (2020), report that animation can lead to improved learning
outcomes, and retention of scientific concepts, particularly in subjects that require the comprehension of
intricate processes, such as biology. This is critical in secondary school education where students are
introduced to more advanced biological concepts that necessitate a deeper understanding of processes such as
cellular respiration, reproduction, genetics and ecological interactions.
The effectiveness of animation as an instructional approach can be attributed to several cognitive theories.
Mayer’s cognitive Theory of Multimedia Learning posits that learners can better understand content when it is
presented through multiple modalities (Mayer, 2017). Equally, the dual coding theory also supports this
notion, suggesting that visual and auditory information is processed in different ways, allowing for a more
comprehensive understanding when modalities are employed (Paivio, 1986). Furthermore, engaging
animations can stimulate interest and curiosity, which are vital components of the learning process. Research
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by Hattie (2021), emphasizes the importance of student engagement in improving academic achievement and
retentive ability, underscoring that interest in a subject can significantly impact students’ motivation and
effort.
Student interest in biology is a critical factor that influences academic achievement. Interest in biology is
paramount for students’ academic success and future career choices, particularly in a developing nation like
Nigeria, where there is a pressing demand for skilled professionals in science and technology fields. Research
has shown that students’ interest influences their motivation, academic achievement and persistence in science
subjects (Zhang et al., 2020). This is corroborated in a study by Ogundipe et al. (2022), which suggests that
increasing students interest can lead to improvements in motivation, self-efficacy, and ultimately, academic
achievement. Unfortunately, interest in biology has been documented to decline as students’ progress through
their education, partly due to ineffective teaching methods and a perceived lack of evidence to real-life
situations (Zeyer & Roth, 2019). Evidently, encouraging interest in biology not only improves student
achievement but also contributes to a more scientifically literate society that can address critical challenges
such as public health crises, environmental issues, and food security. In a country like Nigeria where
ecological challenges abound, capturing students’ interest in biology can particularly empower future
generations to address these pressing issues.
Furthermore, the integration of animation instructional strategies in teaching biology at the secondary school
level in Nigeria has become increasingly essential for enhancing students’ academic achievement. Traditional
teaching methods (e.g., the chalk and talk method), often fail to engage students effectively, particularly in
subjects that require a deep understanding of complex biological processes (Kolawole, 2020). Animation, as a
dynamic and interactive form of instruction, addresses these challenges by providing visual representation of
abstract concepts, thereby facilitating better understanding and retention (Adebayo & Adeyanju, 2023; Khalid
& Al-Nafai, 2021). Research by Mayer (2020) indicates that students who learn through animated content
tend to perform better in assessments than those who rely solely on traditional methods. This is owing to
visual nature of animation that helps to simplify intricate biological mechanisms; making them more
accessible to learners. More so, today’s students are accustomed to multimedia content, and incorporating
animations into biology lessons can capture their attention and foster greater engagement. This is particularly
important in Nigeria where the traditional education system often emphasizes rote memorization over critical
thinking and application of knowledge (Bello & Okeke, 2022). By leveraging the power of visual learning and
catering for the individual learning needs of 21st – century learners, educators can promote a deeper
understanding of biology, ultimately leading to better academic achievement and retentive ability of students
irrespective of their gender.
Gender differences in academic interest, achievement and retention have been a significant area of research,
particularly in the context of science subjects like biology among secondary school students in Nigeria.
Research indicates that female students often show a higher intrinsic interest in biology-related topics,
particularly those related to health, environment, and social issues (Ajayi, Eze & Omenyior, 2023). Equally,
study by Ogunniyi (2020) have pointed out that girls frequently align their interests in biology with real-world
applications, reflecting concerns about community health and environmental sustainability. In contrast, male
students might display a greater interest in competitive and theoretical aspects of biology, often driven by
social expectations and gender norms that associate masculinity with performance in science and technology.
This is consistent with findings by Ajayi, Eze and Omenyior (2021), who noted that boys tend to gravitate
towards biological topics that highlight competition and dominant narratives, which can be reflective of
traditional masculine identities. Regarding achievement in biology, recent studies indicate that gender
differences are nuanced. Despite the engagement levels, statistical outcomes show a mixed picture. For
instance, research by Ojo, Adeshina and Oluwaseun (2022) found that girls perform equally well or even
better than boys in biology. This trend might indicate not only academic capability but also a higher level of
motivation and effort among female students, counteracting some of the stereotypical views of female
underachievement in sciences. The inconsistency of research over gender interest, achievement and retention
when taught with different instructional techniques, demands for an empirical investigation to find out if an
innovative instructional strategy like animation can be gender stereotyped. Thus, the investigation whether
animation instructional strategy can lead to significant gender differences in male and female students’
interest, achievement and retention in biology.
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Problem Statement
The increasing poor achievement of students in science subjects including biology, has been a subject of
concern in Nigeria. This ugly development which has continued over the years is mainly attributed to poor
instructional strategy like the conventional chalk and talk method. The conventional method has been
criticized due to its passiveness, encouragement of rote memorization and inability to concretize lesson. In
subject like biology, that necessitates deeper understanding of the processes involved in some concepts such
as cellular respiration, reproduction, genetics and ecological interactions, the conventional method has been
found ineffective. Recent reports by the West African Examination Council’s Chief Examiners report for the
years 2022, 2023 and 2024, emphasize that students’ performance in biology continues to be below
satisfactory levels (West African Examination Council, 2022, 2023, 2024). This trend is indicative of a
broader issue: many students struggle to connect with biological concepts, seeing them as abstract and
irrelevant to their everyday lives. Thus, there is an urgent need to explore modern pedagogical strategies that
can augment traditional teaching strategies, enhance student interest, and improve outcomes in biology
education. Consequently, exploring the efficacy of a method like animation that is capable of arousing
students’ interests and improving understanding as well as academic achievement is essential.
Research Questions
The following research questions guided the study
1. What is the effect of animation instructional strategy on Students’ mean interest scores in biology?
2. What is the effect of animated instructional strategy on the mean interest scores of male and female
students in biology.?
3. What is the interaction effect of methods and gender on students mean interest scores in biology?
4. What is the effect of animation instructional strategy on students’ mean achievement scores in biology?
5. What is the effect of animated instructional strategy on the mean achievement scores of male and
female students in biology.?
6. What is the interaction effect of methods and gender on students mean achievement scores in biology?
METHODOLOGY
Research Design: This study adopted the quasi experimental of non-equivalent pre-test-post-test control
group design. Subjects were not randomly assigned to groups, rather, intact classes were assigned to
experimental and control groups through a toss of coin. The choice of this design was because it offers
maximum control over extraneous variables. Also, the researcher is not in a position to assign subjects
randomly to treatment conditions. The reason is to avoid disruption of normal school periods assigning
subjects randomly to treatment conditions will cause. The design is symbolically represented in the table
below.
Table 1: symbolical representation of the research design
E 01 X 02
C 01 Y 02
Where;
E = Experimental Group;
C = Control Group
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01=Pre-test interest and achievement
02=Post-test interest and achievement
X = Animation Instructional Strategy (AIS)
Y = Conventional talk and chalk method (CTCM)
Population of the Study: The population of this study was 11,758 comprising all the senior secondary two
(SS 2) biology students in the 85 public secondary schools in Abakaliki Education Zone. The justification for
choosing to use SS 2 students in this study is because they have covered enough content areas in biology,
unlike those in SS 1 who are freshly introduced to the subject or SS 3 students who are going into their final
year examination.
Sample and Sampling Technique: The sample of the study comprised 468 (i.e., 253 in the treatment group
comprising 140 male and 113 female and 215 in the control group comprising 99 male and 116 female)
students in the intact classes of the sampled schools. Multi-stage sampling was employed. Abakaliki
Education zone was stratified into four local government areas it houses. Through simple random sampling by
balloting, one school was drawn from each of the four local government areas, making it four schools that
were used for the study. Two schools each out of the four schools that were drawn for the study were assigned
to experimental and control groups respectively through simple random sampling approach by toss of the
coin.
Instruments for Data Collection: Two instruments namely Biology Interest Inventory (BII) adopted from
Abonyi (2011) and Biology Achievement Test (BAT) developed by the researcher were used for data
collection. The BII consist of 20-items spread across four interest areas (vocational, leisure, general and
academic interest), developed and validated by Abonyi (2011) (see appendix 6). While the BAT is a multiple-
choice objective test containing 30 questions with each item having five options lettered A – E. The test is
based on the units of study (i.e., reproduction, cells and respiration) in SSII biology curriculum.
Reliability of the Instrument: Cronbach Alpha estimate was used to establish the reliability of BII and it
yielded a coefficient of 0.81. Equally, the BAT after pilot testing was subjected to test of reliability using
Kuder Richardson’s formular-20 (K-R20) procedure and it yielded a coefficient of 0.79. Furthermore, the
stability of BAT was established after test re-test using Pearson’s Product Moment Coefficient (r) and it
yielded a coefficient of 0.89 indicating that the instrument is reliable for use in this study.
Data Collection: The classroom teachers of the different schools that were used as research assistants
administered the instruments on two occasions to the same students who participated in the experiment. First,
pre-test was administered before treatment administration. After six weeks which the experiment lasted, the
same instruments items were reshuffled with different paper type and re-administered to the students as post-
test. The pre-test and post-test scores were recorded after each marking exercise. The BII items were scored
4, 3, 2, and 1 for Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD), while the BAT
items were scored 1 mark each. The maximum mark for the BII was 80 marks while that of BAT was 30
marks.
Data Analysis: The six research questions were answered using mean and standard deviation scores while the
null hypotheses were tested at 0.05 alpha level using analysis of covariance (ANCOVA).
RESULTS
Research question 1
For this research question, data obtained using BII on the interest of the students in the treatment and control
groups were used to answer the research question. Mean for pre and post tests were adjusted statistically in the
analysis to take care of the initial equivalence of the research subjects. Summary of result of data analysis is
presented in table 2.
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Table 2: summary of mean interest scores of students taught biology using animation instructional strategy
and those taught with the conventional method
Group Mean Standard deviation N
Experimental (Animation Strategy) 69.21 5.67 253
Control (Chalk and Talk) 64.65 5.97 215
Summary of result in Table2 showed that students taught biology using the animation instructional strategy
had a higher mean interest score (69.21) than their counterparts taught with the conventional talk and chalk
approach (64.65). This implies that animation instructional strategy enhanced the interest of students in
biology more than those exposed to conventional approach.
Research question 2
For this research question, data obtained with BII on the interest of male and female students in the treatment
group was used to answer the research question. Mean for pre and post tests were adjusted statistically in the
analysis to take care of the initial equivalence of the research subjects. Summary of result of data analysis is
presented in table 3.
Table 3: summary of mean interest scores of male and female students taught biology using animation
instructional strategy
Gender Mean Standard deviation N
Male 69.95 5.54 140
Female 68.28 5.73 113
Summary of result in Table3 showed that male students taught biology using animation instructional strategy
had a higher mean interest score (69.95) than their female counterparts taught with the same strategy (68.28).
This implies that animation instructional strategy enhanced the interest of male students in biology more than
their female counterparts exposed to same strategy.
Research question 3
What is the interaction effect of methods and gender on students mean interest scores in biology?
For this research question, data obtained with BII on the interest of students taught geometry using animation
strategy and those taught using conventional talk and chalk method were used to answer the research question.
Mean for pre and post tests were adjusted statistically in the analysis to take care of the initial equivalence of
the research subjects. Summary of result of data analysis is presented in table 4.
Table 4: summary of interaction between teaching strategies and gender on students mean interest scores in
biology
Gender group Mean for Treatment Group Mean for Control Group
Males 69.91 65.46
Females 68.34 63.95
Summary of result presented in Table4 reveal clearly that there is no interaction effect of gender and teaching
methods on the students’ interest scores in biology. Result presented in the table indicated that animation
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instructional strategy is superior to conventional chalk and talk method at the two levels of gender (male and
female). This is because both male and female students in the treatment group had higher mean interest scores
(69.91 and 68.34) respectively, than their counterparts in the control group (65.46 and 63.95) respectively.
Research question 4
For this research question, data obtained using BAT on the achievement of the students in the treatment and
control groups were used to answer the research question. Mean for pre and post tests were adjusted
statistically in the analysis to take care of the initial equivalence of the research subjects. Summary of result of
data analysis is presented in table 5.
Table 5: summary of mean achievement scores of students taught biology using animation instructional
strategy and those taught with the conventional method
Group Mean Standard deviation N
Experimental (Animation Strategy) 22.26 2.88 253
Control (Chalk and Talk) 16.58 2.24 215
Summary of result in Table5 showed that students taught biology using the animation instructional strategy
had a higher mean achievement score (22.26) than their counterparts taught with the conventional talk and
chalk approach (16.58). This implies that animation instructional strategy enhanced the achievement of
students in biology more than those exposed to conventional approach.
Research question 5
For this research question, data obtained with BAT on the achievement of the students in the treatment control
group was used to answer the research question. Mean for pre and post tests were adjusted statistically in the
analysis to take care of the initial equivalence of the research subjects. Summary of result of data analysis is
presented in table 6.
Table 6: summary of mean achievement scores of male and female students taught biology using animation
instructional strategy
Gender Mean Standard deviation N
Male 23.71 2.48 140
Female 20.46 2.27 113
Summary of result in Table6 showed that male students taught biology using animation instructional strategy
had a higher mean achievement score (23.71) than their female counterparts taught with the same strategy
(20.46). This implies that animation instructional strategy improved the achievement of male students in
biology more than their female counterparts exposed to same strategy.
Research question 6
Adjusted mean for the two levels of gender that were subjected to animation instructional strategy and those
subjected to the conventional chalk and talk method were used to access the interaction. Summary of result is
presented in table 7.
Table 7: summary of interaction between gender and teaching strategies on students mean achievement scores
in biology
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Gender group Mean for Treatment Group Mean for Control Group
Males 23.66 17.10
Females 20.52 16.13
Summary of result presented in Table7 revealed clearly that there is no interaction effect of gender and
teaching methods on students’ achievement scores in biology. Result presented in the table indicated that
animation instructional strategy is superior to conventional chalk and talk method at the two levels of gender
(male and female). This is because both male and female students in the treatment group had higher mean
achievement scores (23.66 and 20.52) respectively, than their counterparts in the control group (17.10 and
16.13) respectively.
Hypotheses
Ho1: There is no significant difference in the mean interest scores of students taught biology using animated
instructional strategy and those taught using conventional talk and chalk method.
Ho3: There is no significant interaction between methods and gender on students’ mean interest scores in
biology.
Table 11: Analysis of co-variance for students’ overall biology interest scores by teaching methods and by
gender/teaching methods (interaction)
Source Type III Sum of Squares df Mean Square F Significance
Corrected Model 14919.446a 4 3729.862 533.533 .000
Intercept 313.597 1 313.597 44.858 .000
Pretest 12226.554 1 12226.554 1748.930 .000
Method 1247.811 1 1247.811 178.491 .000
Gender 254.009 1 254.009 36.334 .000
Method*Gender 28.948 1 28.948 4.141 .420
Error 3236.776 463 6.991
Total 2125982.000 468
Corrected Total 18156.222 467
For hypothesis 1, the ANCOVA table shows the sig. value of 0.000 is less than 0.05. The decision rule is to
reject the null hypothesis when the sig. value is less than alpha value of 0.05. Since the sig. value is less than
0.05, the null hypothesis was rejected. The researcher concludes that there is a significant difference in the
mean interest scores of students taught biology using animated instructional strategy and those taught biology
using conventional chalk and talk method. For hypothesis 3, result in table 11 revealed that for two-way
interaction, F.Sig. is 0.420 which is greater than 0.05. Based on the decision rule, the researcher upheld the
null hypothesis and concludes that there is no significant interaction between gender and teaching strategies
on students’ mean interest scores in biology.
Ho2: There is no significant difference in the mean interest scores of male and female students taught
biology using animation instructional strategy.
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Table 12: Analysis of co-variance for male and female students’ overall biology interest scores
Source Type III Sum of Squares df Mean Square F Significance
Corrected Model 7965.871a 2 3982.935 6663.038 .000
Intercept 109.937 1 109.937 183.914 .000
Pretest 7792.147 1 7792.147 13035.454 .000
Gender 250.225 1 250.225 418.600 .637
Error 149.441 250 .598
Total 1219835.000 253
Corrected Total 8115.312 252
Summary of result on Table 12 shows that the sig. value of 0.637 is greater than 0.05. The decision rule is to
uphold the null hypothesis when the sig. value is greater than alpha value of 0.05. Since the sig. value is
greater than 0.05, the null hypothesis was upheld. The researcher concludes that there was no significant
difference in the mean interest scores of male and female students taught biology using animated instructional
strategy. This implies that animated instructional strategy enhanced the interest of male and female students
without a significant difference.
Ho4: There is no significant difference in mean achievement scores of students taught biology using
animated instructional strategy and those taught using conventional talk and chalk method.
Ho6: There is no significant interaction between methods and gender on students’ mean achievement scores in
biology.
Table 13: Analysis of co-variance for students’ overall biology achievement scores by teaching methods and
by gender/teaching methods
Source Type III Sum of Squares df Mean Square F Significance
Corrected Model 5019.131a 4 1254.783 306.789 .000
Intercept 2508.736 1 2508.736 613.375 .000
Pretest 604.092 1 604.092 147.698 .000
Method 3431.588 1 3431.588 839.008 .000
Gender 477.656 1 477.656 116.785 .000
Method*Gender 102.019 1 102.019 24.943 .385
Error 1893.696 463 4.090
Total 187571.000 468
Corrected Total 6912.827 467
For hypothesis 4, the ANCOVA table shows the sig. value of 0.000 is less than 0.05. The decision rule is to
reject the null hypothesis when the sig. value is less than alpha value of 0.05. Since the sig. value is less than
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0.05, the null hypothesis was rejected. The researcher concludes that there was significant difference in the
mean achievement scores of students taught biology using animated instructional strategy and those taught
biology using conventional chalk and talk method. For hypothesis 6, result in table 13 revealed that for two-
way interaction, F.Sig. is 0.385 which is greater than 0.05. Based on the decision rule, the researcher upholds
the null hypothesis and concludes that there is no significant interaction between gender and teaching
strategies on students’ mean achievement scores in biology.
H05: There is no significant difference in the mean achievement scores of male and female students taught
biology using animation instructional strategy.
Table 14: Analysis of co-variance for male and female students’ overall biology achievement scores
Source Type III Sum of Squares df Mean Square F Significance
Corrected Model 834.936a 2 417.468 83.137 .000
Intercept 2441.887 1 2441.887 486.290 .000
Pretest 175.699 1 175.699 34.990 .000
Gender 580.073 1 580.073 115.519 .472
Error 1255.364 250 5.021
Total 127419.000 253
Corrected Total 2090.300 252
Summary of result on Table 14 shows that the sig. value of 0.472 is greater than 0.05. The decision rule is to
uphold the null hypothesis when the sig. value is greater than alpha value of 0.05. Since the sig. value is
greater than 0.05, the null hypothesis was upheld. The researcher concludes that there is no significant
difference in the mean achievement scores of male and female students taught biology using animated
instructional strategy. This implies that animated instructional strategy enhanced the academic achievement of
male and female s students without a significant difference.
DISCUSSIONS
Findings of the study as evident in Table2 revealed that students who were exposed to animation instructional
strategy (AIS) had higher mean interest score than those who were exposed to conventional chalk and talk
method. Equally, there was significance difference in the mean interest scores of the students exposed to AIS
and those who were exposed to the conventional approach as evident in table4. This implies that through AIS,
secondary school students’ interest in biology can be improved. This further justifies the need for AIS to be
prioritised by biology teachers across all public secondary schools in Ebonyi State as a means to a sustainable
end in enhancing students’ interest in biology. The above finding is validated by Muhammad and Saleh
(2025) who examined the Effects of Animated-Media Strategy on students’ Academic Achievement and
Interest in Ecology Concept and found that students taught ecology using media animated strategy has more
positive impact in interest level than those taught using conventional method of teaching. Equally, the
findings align with that of Nnalue, Christian-Eke and Orafu (2023) investigated the effect of computer
animation on secondary school students’ interest in Biology and found out students taught biology using
computer animation yielded greater interest mean gain score than those taught using expository method.
Furthermore, the findings of this study agree with that of Nnorom and Emeka-Ifeanyi (2021) investigated the
effect of computer animation on secondary school students’ interest and academic achievement in Biology
and reported that students taught biology using computer animation yielded greater achievement and interest
mean scores than those taught using conventional method. Consequently, it is crucial that AIS be prioritised
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by biology teachers as it has been proven empirically in this study and other related studies to enhance interest
of students in biology and science subjects generally.
Result of analysis in table3 showed that male students taught biology using AIS had higher mean interest
score than their female counterparts taught with the same method. However, there was no significant
difference in the mean interest of students of both gender as evident in table 12. The finding is in tandem with
that of Nnalue, Christian-Eke and Orafu (2023), who investigated the effect of computer animation on
secondary school students’ interest in Biology and reported no significant difference in the mean interest
scores of male and female students taught biology using computer animation strategy. Equally, the findings
are validated by Muhammad and Saleh (2025) examined the Effects of Animated-Media Strategy on students’
Academic Achievement and Interest in Ecology and found that female students had higher mean interest than
their male counterpart; although the difference was not significant. This shows that animation instructional
strategy is a veritable method that biology teachers can rely on to boost students’ interest in the subject.
Result as evident on tables 4 and 12 showed that there was no significant interaction between methods and
gender on the students mean interest scores in biology. This is because male and female students taught
biology using animation instructional strategy had higher mean interest scores respectively than their
counterparts taught with the conventional chalk and talk approach. By implication, the AIS is suitable for use
in teaching biology to both male and female students in the same class. The findings are in tandem with that
of Muhammad and Saleh (2025) examined the Effects of Animated-Media Strategy on students’ Academic
Achievement and Interest in Ecology Concept and found that there was no interaction between the methods
and gender on the students’ interest in ecology. Equally, the findings are validated by Nnalue, Christian-Eke
and Orafu (2023) investigated the effect of computer animation on secondary school students’ interest in
Biology and found no interaction between methods and gender on the students mean interest scores in
biology.
Findings of the study as evident in Table5 revealed that students who were exposed to animated instructional
strategy had higher mean achievement score than those who were exposed to conventional chalk and talk
method. Equally, there was significance difference in the mean achievement scores of the students exposed to
AIS and those who were exposed to the conventional approach as evident in table 11. This implies that
through AIS, secondary school students’ achievement in biological concepts, can be improved. This further
amplifies the need for AIS to be prioritised by biology teachers across all public secondary schools in Ebonyi
State as a means to a sustainable end in enhancing students’ achievement in biology. The findings agree with
that of Oturu (2022) investigated the effect of computer animation instructional package on students’
academic performance in environmental concepts in Biology and found that the mean scores of students
taught environmental concepts in biology with computer animation was higher than the mean scores of
students taught with lecture method. Furthermore, this study findings align with that of Gongden, Yame and
Gongden (2020) examined the effects of animation instructional strategy (ANIS) on senior secondary one
chemistry students’ interest and achievement in chemical bonding and reported that it significantly enhanced
achievement more than the conventional method. Consequently, it is imperative that AIS be prioritised by
biology teachers as it has been proven empirically in this study and other related studies to enhance both
achievement and retentive memory in biology and sciences generally. Considering the wealth of empirical
evidence in literature substantiating the efficacy of animation instructional strategy in improving students’
academic achievement and retention in biology, and other science subjects, it therefore portends that biology
teachers should embrace its adoption during classroom interaction as a means to a sustainable end in
advancing the teaching and learning of biology contents at the senior secondary level.
Result of analysis in table6 showed that male students taught biology using AIS had higher mean achievement
score than their female counterparts taught with the same method. However, there was no significant
difference in the mean achievement of students of both genders as evident in table 14. The findings are in
tandem with that of Sakiyo, Musa and Waziri (2018) investigated the effects of multimedia instructional
strategy on secondary school students’ academic achievement in biology and reported that students’ male
students outperformed their female counterparts. Equally, the findings are in line with that of Oturu (2022)
who investigated the effect of computer animation instructional package on students’ academic performance
in environmental concepts in Biology and reported that gender was not a significant factor. The results of
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these studies coupled with that of the present study, justifies the need for biology teachers to prioritize the use
of AIS to enhance the teaching and learning of biology at the secondary school level due to its proven gender
friendliness.
Result as evident on tables 7 and 13 showed that there was no significant interaction between methods and
gender on the students mean achievement scores in biology. This is because male and female students taught
biology using animation instructional strategy had higher mean achievement scores respectively than their
counterparts taught with the conventional chalk and talk approach. By implication, the AIS is suitable for use
in teaching biology to both male and female students in the same class.
The result is in consonance with that of Oturu (2022) who investigated the effect of computer animation
instructional package on students’ academic performance in environmental concepts in Biology and found
that it enhanced the achievement of both male and female students in the treatment group more than their
counterparts in the control group. The findings equally align with that of Gongden, Yame and Gongden
(2020) who examined the effects of animation instructional strategy (ANIS) on senior secondary one
chemistry students’ interest and achievement in chemical bonding and found that there was no interaction
between the methods and gender on the students’ achievement and interest in chemistry. Thus, signifying that
biology teachers can adopt AIS at the classroom due to its proven gender friendliness.
CONCLUSIONS
The study concluded that animation instructional strategy was superior to the conventional chalk and talk
method in enhancing students’ interest and academic achievement in biology. Equally, animation instructional
strategy enhanced the mean interest and achievement scores of male students than their female counterparts
although the differences were not statistically significant. Furthermore, the interaction of instructional
methods and gender did not affect the interest and achievement of the students because both male and female
students in the treatment group had higher mean interest and achievement scores more than their counterparts
in the control group.
RECOMMENDATIONS
In line with findings of this study, the following recommendations were made:
1. Animation instructional strategy should be given serious consideration by biology teachers because of
its proven positive effect on student's’ interest, and academic achievement in biology.
2. Biology teachers should improve on their instructional behaviour leveraging on the benefits of
animation instructional strategy in order to enhance students’ interest, and academic achievement in
biology.
3. The state ministry of education in conjunction with school authorities should conduct workshops and
seminars to enlighten science teachers more on the benefits of innovative teaching strategies like the
animation instructional strategy in enhancing students’ interest, and academic achievement.
Authors Contributions
1. Developed the content of the study
2. Reviewed and edited the study
3. Carried out data analysis and interpretation.
4. Contributed to enriching the content
5. Contributed in the review and editing
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6. Contributed in content development
Conflicts of Interest
There was no conflict of interest among the researchers
Funding
There was no external sponsorship for the study.
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