Vocabulary is one of the three essential components of the English language for mastering all skills. When the number of recognized words is insufficient, listening and reading comprehension suffers. A study was done at the Noble Private Technical Institute (NPTI) to assess the influence of animated videos on vocabulary learning in an effort to improve students’ vocabulary. Forty students participated in an experiment designed to test the main hypothesis, which posits that students who are taught through animated videos demonstrate significant gains in vocabulary mastery and learning results. The data were subjected to paired sample t-test and assessed statistically. The majority of students in this study agreed that animated videos aid in assimilation, make studying more interesting, aid in vocabulary development, and make English learning more productive. Also, the results of this study suggest that watching animated videos improves students’ comprehension and assimilation of terminology.
This research evaluates the effectiveness of animated videos in vocabulary learning among Noble Technical Institute (NTI) students. Experimental research methodology was used with 40 students as the study subject, and the study subjects were picked randomly. After the pre-test was conducted for all the students, they were grouped into two categories for the treatment regime: those taught with animated video and the rest without animated video. Post-test was conducted after the lesson. The data were analyzed statistically, hence, bivariate, and univariate analyses were conducted. From the pre-test result, the highest score was 89 and the lowest score was 41 from the data of 40 students as a research subject. As for the posttest for those taught without animated video, the highest score was 91, the lowest score was 46, and the mean score was 70 from the data of 20 students as a research respondent / subject. Likewise, those taught with animated video recorded their highest score to be 98, the lowest score was 53 and the mean score was 76 from the data of 20 students as a research subject. The bivariate analysis shows that teaching with animated video (X2 = 0.0005, P-value= 15.675) was significant compared to teaching without animated video. From the questionnaire administered to the student, most of the students agreed that learning with animated video enhances assimilation, makes study more interesting, improve vocabulary learning, makes class interactive and makes learning of English to become faster. There are divergent views regarding learning with animated video being the best form of learning, few of the students agreed while some of the student did not agree to that. Conclusively, the result of this study shows that learning of vocabulary with the aid of animated video is very effective to aid students’ understanding and assimilation.
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