The Influence of Timing and Interactivity of Animation in Its Effectivity as Supplementary Multimedia Instructional Resource on Students' Academic Performance and Attitudes In Grade 8 Biology

Date of Award

5-1-2023

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Catherine Genevieve B. Lagunzad, PhD

Abstract

Animation videos can be a highly effective instructional tool in teaching abstract and dynamic concepts in Biology. Over the past few years since the massive shift to online learning modality among schools effectuated by the COVID pandemic, the demand and use of these multimedia materials have largely increased. In today’s learning set-up, students’ regular and timely engagement in watching instructional videos at pre-instruction on new topics in biology has become common as they are believed to be significant preparatory materials before in-class lectures. However, there is a scarcity of evidence of knowledge supporting a positive association between pre- lecture video viewing engagement and subsequent academic performance of students, especially in biology education. Moreover, the use of multimedia resources like animation videos also comes with instructional limitations and challenges that need to be considered when used in an instructional setting. Thus, one of the objectives of this research is to determine how the timing of the animation videos affects the academic performance and attitudes of students. Moreover, the other objective of the study is to determine the effect of the interactivity of animation especially on novice learners who are just beginning to learn the concepts in biology. There has been little research done concerning how the interactivity of animation impacts the learning of novice learners, especially in biology subject. Using a quasi-experimental research design, a total of 46 students in three experimental learning groups were involved. To test the effect of timing, one of the groups utilized the animation videos by watching the materials before in-class lectures while the other group utilized the animation videos by watching the materials after in-class lectures. Both groups’ academic performances and attitudes were then compared. To test, on the other hand, the effect of interactivity, the third group utilized interactive facilities of animation videos using Edpuzzle software after classroom lectures. This experimental group’s academic performance and attitudes were then compared to the learning group that watched the videos after lecture without interactive facilities. An independent sample t-test was used to determine significant differences between groups' academic performance. The learning instruments used in the study included a researcher-made 40-item test questionnaire to measure academic performance while the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio) was used to measure novice-to-expert levels of students' perception toward Biology.

The results revealed that there was no difference in the academic performance of students who watch animation videos before lectures and those who watched animation videos after lectures. The results imply that watching the animation videos after in-class lectures did not necessarily improve academic performance. Therefore, the use of animation videos at pre-instruction may have favorably affected students’ learning experience as well. Furthermore, the use of interactive facilities in watching animation videos yielded a significant improvement in the conceptual understanding of students compared to when no interactivity was utilized. Students who were made to watch animation videos before lecture notably progressed towards being more expert- like in the categories of Problem-Solving Strategies and Real World Connections whilethose who were made to watch animation videos after lectures notably progressed in the construct of Problem-Solving Strategies, Conceptual Connection/Memorization, and Real World Connection. The group that utilized interactivity in watching animation videos progressed toward expert-like in the categories of Real-World Connection, Problem-Solving Difficulty, and Enjoyment.

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