Effects of animated and static graphic instructional packages on students' interest in Basic Science

Abstract

This study investigated the effects of computer animation and static graphics instructional packages on the interest of Jun ior Secondary School students in Basic Science in Ankpa Education Zone, Kogi State. Two research questions and two hypotheses guided the study. A quasi-experimental non-equivalent control group design was used. The population com prised 2,105 JSS II students, while a sample of 108 students (67 urban students and 41 rural students) was selected through multistage sampling. Data were collected using the Basic Science Interest Scale (BSIS). This instrument for data collection and the learning packages were subjected to both content and face validations. Also, reliability tests were ctoarried out on the instruments, and it yielded reliability coefficient of 0.80. Mean and standard deviation answered the research questions, while ANCOVA tested the hypotheses at the 0.05 significance level. Results showed that computer animation significantly increased students’ interest compared to static graphics. Location had no significant influence. The study concluded that well-designed animations enhance interest of the learners, and recommended their use in teaching Basic Science concepts.