Effect of Animated-Media Instruction and Influence of Teacher- Student Relationship on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Okoli; Chikodili Stella; Okigbo; Ebele Chinelo

doi:10.56201/ijccp.vol.12.no6.2026.pg1.10

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Effect of Animated-Media Instruction and Influence of Teacher- Student Relationship on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Okoli, Chikodili Stella, Okigbo, Ebele Chinelo

Abstract

The study investigated the effect of animated-media instruction on secondary school students' acquisition of science process skills in Chemistry, moderated by teacher-student relationship in Nnewi Education Zone, Nigeria. Guided by two research questions and three hypotheses tested at 0.05 significance level, the quasi-experimental design was employed. The population comprised 2,023 senior secondary school two (SS2) Chemistry students, from which a sample of 73 students was drawn using purposive and random sampling techniques. Data were collected using the Science Process Skills Acquisition Test and Teacher-Students' Relationship Scale , validated by three experts, with reliability coefficients of 0.94 for SPSAT using KR-20 and 0.90 for TSRS using Cronbach's Alpha. The experimental group was taught using animated-media instruction, while the control group received teacher demonstration method. Results from pretest and posttest analyses using mean, standard deviation, and ANCOVA showed that AMI significantly improved students' acquisition of science process skills compared to teacher demonstration method regardless of TSR level. There was no significant difference in science process skills acquisition between students with high and low teacher-student relationship, and no significant interaction effect between instructional strategies and TSR. It was concluded that AMI is a robust instructional strategy whose effectiveness for enhancing science process skills operates independently of the quality of teacher-student relationship, making it particularly valuable in diverse classroom contexts. The study recommended among others that school administrators should prioritize institutional adoption of animated-media instruction as a core pedagogical strategy to ensure equitable skill acquisition for all learners irrespective of individual teacher-student rapport.

Keywords

Chemistryscience process skillsanimated-media instructionteacher-student relationshipsecondary school

References

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Effect of Animated-Media Instruction and Influence of Teacher- Student Relationship on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Abstract

Keywords

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