Effects of Animation and Narration on the Achievement and Interest of Senior Secondary Students Learning History from Computer-Assisted Tutorial Instruction

Abstract

This study investigated the effects of animation and narration on the achievement and interest of Senior Secondary Students learning history from computer assisted tutorial instruction. To achieve this broad objective, ten research questions were developed and answered. Ten research hypotheses were also formulated and tested. The research design adopted for this study was an experimental factorial design. The sample for the study consisted of 180 (109 male and 71 female) senior secondary one history students. Three sets of instrument were used for data collection for the study. These include: History Achievement test (HAT), Verbal ability test and History Interest Inventory. The three sets of instruments were validated by experts. To determine the internal consistency of the HAT, Kuder-Richardson formula 21 (KR-21) was used and a reliability coefficient of 0.98 was obtained. Reliability coefficient of 0.97 was obtained for the verbal ability and 0.66 for History Interest Inventory instrument. Data collected were analyzed using Mean for answering the research questions while Analysis of Covariance (ANCOVA) with pre-test as a covariate was used to test the hypotheses at 0.05 level of significance. The study found out thatthere was significant difference in the mean achievement and interest scores of students taught using text only, text and animation and text, animation and Narration strategies. Students taught with text, animation and Narration strategy obtained higher mean achievement and interest scores than those taught with text and animation and text only strategies.There was significant difference in the mean achievement and interest scores of male and female students in history, in favour of male students. However there was no difference in the interest scores male and female students in history.There was no significant difference in the mean achievement and interest scores of high and low verbal ability on students’ in history, in favour of high verbal ability. However, the significance in the mean interest scores was in favour of low verbal ability students.There was no significant interaction effect of CAI strategy and gender on the mean achievement and interest scores of students in history.There was significant interaction effect of CAI strategy and Verbal ability on the mean achievement scores of students in history, butthere was no significant interaction effect of CAI strategy and Verbal ability on the mean interest scores of students in history.Based on the findings of the study, it was recommended the use of text, animation and narration and textand animation strategies of tutorial CAI has been found to enhance achievement and interest, History teachers should be encouraged to employ the use of text, animation and narration strategy in teaching history. History teachers should employ the use of text, animation and narration strategy to improve both male and female students’ achievement and interest in history. Finally, History teachers should be provided with appropriate training in the development and use of the strategies of tutorial Computer Assisted Instruction.