IMPACT OF CONCEPT CARTOONS AND COMPUTER ANIMATIONS ON STUDENTS’ ACHIEVEMENT AND INTEREST IN OXIDA TION-REDUCTION REACTIONS IN CHEMISTRY

ABSTRACT

Techniques used in teaching Chemistry have been queried as responsible for the poor achievement of students in internal and external examinations. Most common is the “talk and chalk” or “lecture” methods. This study was an attempt to use Concept Cartoons and Computer Animations to engage students and develop their interest in learning oxidation-reduction reactions. Six research questions were raised and hypothesised for the study.

The research design adopted for the study was pre-test post-test non-randomisation quasi-experimental design. The variables of the study are achievement and interest as dependent variables while teaching methods (Concept Cartoons and Computer Animations, Lecture Method) are the independent variables. The population for the study was all the senior secondary class two Chemistry students (481) in public co-educational schools in Oshimili South Local Government Area of Delta State. Two schools were randomly selected and assigned to the experimental and control groups. One hundred and ninety one (191) students participated in the study out of which one hundred and nine (57.07%) of the participants were males while eighty two (42.93%) were females. The instrument for data collection was the Chemistry Achievement and Interest Scale. The treatment package was the Concept Cartoons and Computer Animations Intervention Package (CCCAIP). The reliability of the Chemistry Achievement Test was established using Kuder-Richardson Formula 21 with a value of 0.75 while the reliability for the interest scale was established using Cronbach’s Alpha with value of 0.82. Data collected were analysed using descriptive statistics (mean, frequency, percentage and standard deviation), t-test and analysis of covariance (ANCOVA).

The results show a significant difference between the mean achievement scores of students taught oxidation-reduction reactions using Concept Cartoons and Computer Animations and those taught using lecture method. There was also a significant difference in mean interest scores of students taught oxidation-reduction reactions using Concept Cartoons and Computer Animations and those taught the same concept using the lecture method. No significant difference in the mean achievement and interest scores of male and female students taught oxidation and reduction reactions using Concept Cartoons and Computer Animations was found. There was no significant interaction effect of methods and gender on students’ mean achievement and interest in oxidation-reduction reactions. It was therefore concluded that the use of Concept Cartoons and Computer Animations is more effective in improving the academic achievement and interest of students in oxidation-reduction reactions. Based on the findings of this study it was recommended among others: Chemistry teachers should make use of Concept Cartoons and Computer Animations for the teaching and learning of this subject. Also, government should make computers available (educational packages well-installed) in schools with standby generators to teach Chemistry.