Effect of Animated-Media Instruction on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Okigbo; Ebele Chinelo; Okoli; Chikodili Stella

doi:10.56201/rjpst.vol.9.no8.2026.pg123.131

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Effect of Animated-Media Instruction on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Okigbo, Ebele Chinelo, Okoli, Chikodili Stella

Abstract

The study investigated the effect of animated-media instruction on secondary school students' acquisition of science process skills in Chemistry in Nnewi Education Zone, Nigeria. The study was guided by two research questions and three hypotheses tested at 0.05 significance level. The study employed the quasi-experimental research design. 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 which was validated by three experts and with reliability coefficient of 0.94 determined using Kuder- Richardson Formula 20. 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 the teacher demonstration method. Gender had a significant influence on students' acquisition of science process skills. There was no significant interaction effect of instructional strategies and gender on students' acquisition of science process skills. It was concluded that AMI is more effective than teacher demonstration method in enhancing students' acquisition of science process skills as it actively engages them through dynamic visual representations, aligning with broader research that emphasizes interactive, student-centered learning for developing scientific inquiry skills. The study recommended among others that, teachers of Chemistry should be trained and encouraged to implement animated-media instruction as a core instructional strategy to enhance students' acquisition of science process skills in Chemistry learning.

Keywords

Chemistryscience process skillsanimated-media instructiongendersecondary school

References

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Effect of Animated-Media Instruction on Secondary School Students' Acquisition of Science Process Skills in Chemistry

Abstract

Keywords

References

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