Effects of Animated Media Instructional Strategies on Achievement and Retention of Secondary School Students in Computer Studies

Abstract

This study examined the effects of animated media instructional strategies on the achievement and retention of senior secondary school students in computer studies. Two research questions guided the study and two hypotheses were tested. The quasi-experimental design was used, specifically the pretest posttest non-equivalent control group design. The population of the study is 4,873 SS2 students in Nnewi Education Zone of Anambra state. A sample of 133 SS2 computer studies students was involved in the study. The instrument for data collection was Computer Studies Achievement Test (CSAT) validated by two lecturers one from Science Education, and one from Education Foundation (Measurement and Evaluation) Departments of Nnamdi Azikiwe University, Awka and one experienced computer studies teacher in Nnewi. The reliability of the instrument was estab lished using Kudder-Richardson Formula 20 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the CSAT as pretest, posttest and retention test. The data obtained were analyzed using mean and Analysis of Covariance (ANCOVA). The findings showed animated media instruction was significantly effective in enhancing students’ achievement in computer studies. The study recommended that computer technology and its accompanying accessories needed for the effective integration and use of animated-media in the classroom during lesson delivery should be provided by the government.