PERCEIVED RELATIONSHIP BETWEEN THE USE OF INTERACTIVE ANIMATION AND STUDENT’S ACHIEVEMENT IN THE UNIVERSITY OF BENIN

ABSTRACT

The study investigated the perceived relationship between the use of interactive animation and student’s achievement in the University of Benin. A sample of 100 students from Animal and Environmental Biology and Biology Education Course Areas participated, enabling a perception of how the usage of interactive animation influences student’s achievement, behaviour and learning. The findings revealed a significant positive correlation between the use of interactive animation and students' academic achievement. Many students expressed that interactive animation facilitated a deeper understanding of complex concepts and made learning more engaging. The dynamic nature of these animations was noted to enhance motivation and participation in class activities. Specifically, 85% of participants indicated that interactive animation contributed to improved grades, while 78% reported a higher likelihood of attending classes that utilized this instructional method.
Furthermore, our study highlighted behavioural changes linked to interactive animation usage. Students reported increased collaboration with peers and a greater inclination towards self-directed learning. These changes were attributed to the immersive qualities of interactive animation, which fostered active participation and curiosity. Despite the positive findings, we also identified challenges in the implementation of interactive animation, such as limited access to technology and a preference for traditional teaching methods among some students.
Based on the findings and conclusions of this study, the following recommendations are proposed; Educational institutions, particularly in the Department of Animal and Environmental Biology and Curriculum and Instructional Technology, should integrate interactive animations into their curricula. This can enhance student engagement and improve learning outcomes. Faculty members should receive training on the effective use of interactive animations in their teaching. By implementing these recommendations, the University of Benin can enhance the educational experience for its students, fostering a more engaging and effective learning environment that leverage the benefits of interactive animations.
In conclusion, our study provided substantial evidence supporting the perceived positive relationship between interactive animation and student achievement at the University of Benin, suggesting that it has the potential to significantly enhance learning outcomes when effectively integrated into educational practices.