Effectiveness of Two-Dimensional Animation Technique in Enhancing Students’ Motivation in Quantitative Economics Concepts

Ejimonye, Jovita C.; Onuoha, Joseph C.; Ugwuanyi, Christian S.; Eneogu, Njideka Dorathy; Ugwuanyi, Benedict Ejiofor; Ogbuehu, Sylvester N.

doi:10.33832/ijfgcn.2020.13.1.03

Cited by 8 publications

(10 citation statements)

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“…Ugwuanyi and Okeke (2020) found that computer-Assisted Instruction (CAI) had a significant effect on university students' achievement in physics. Ejimonye et al (2020aEjimonye et al ( , 2020b found that 2D animation technique had significant effect on students' motivation and achievement in quantitative/mathematical contents of economics respectively. Ugwuanyi et al (2020c) found that digital game-based learning significantly (p < .05) improved the achievement of primary school pupils at both the post-test and follow-up measures.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

Onah¹,

Ugwuanyi²,

Okeke³

et al. 2020

International Journal of Engineering Research and Technology

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Twenty-first century classrooms have come with a lot of changes in the instructional delivery at various levels of education. However, most teachers in Nigerian still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is dearth of empirical evidence on the impact of computerassisted instruction on the students' achievement in mathematics and physics. This study, therefore, evaluated the impact of computer-assisted instruction (CAI) on mathematics and physics students' achievement. Quasi-experimental, nonequivalent groups design was adopted for the study using a sample of 200 participants. Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT) were used to collect data for the study. The internal consistency reliability indices of the MAT and PAT were estimated as 0.89 and 0.75 respectively using Kuder-Richardson formula 20. The hypotheses were tested at 0.05 levels of significance using analysis of covariance. It was found that Computer-Assisted Instruction (CAI) significantly improved mathematics and physics students' achievement. This finding has implication for Industrial Technical Education for the fact that improved achievement of students in mathematics and physics subjects at secondary education level will enable them to have interest in industrial technical education at higher education. Thus, Mathematics and Physics teachers should be trained on how to master the techniques needed for the preparation and use of the CAI package for effective teaching and learning of different concepts in Mathematics and physics.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

Onah¹,

Ugwuanyi²,

Okeke³

et al. 2020

International Journal of Engineering Research and Technology

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“…Gaylard (2015) found that effective online formative assessment can nurture an assessment-centered focus through effective formative feedback and enhanced students' commitment to learning. Similarly, studies have provided evidence of the significant contribution technology makes in improving teaching, and assessment practices in education (Ejimonye et al, 2020a(Ejimonye et al, , 2020bOnah et al, 2020;Ugwuanyi et al, 2019a, b, c;Ugwuanyi et al, 2020aUgwuanyi et al, , 2020bUgwuanyi et al, , 2020cUgwuanyi et al, , 2020d. Effective teaching in the 21st century necessitated the integration of technology in classrooms (Elmahdi et al, 2018).…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

“…(Danielson, 2011;Ali & Elmahdi, 2001;Fawzi, 2010;Irving, 2015;Damick, 2015;Caldwell, 2007;Baylor & Ritchie, 2002). Technology tools contribute to effective teaching, learning, as well as assessment (Ejimonye et al, 2020a(Ejimonye et al, , 2020bOnah et al, 2020;Ugwuanyi et al, 2019a, b, c;Ugwuanyi et al, 2020aUgwuanyi et al, , 2020bUgwuanyi et al, , 2020cUgwuanyi et al, , 2020d. Modern online classroom response systems if managed very well enhance students' learning through formative assessment.…”

Section: Introductionmentioning

confidence: 99%

University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

Ugwuanyi¹,

Okeke²,

Mokhele-Makgalwa³

2021

IJHE

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The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.

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“…Several studies have explored the effectiveness of computer animation on students' achievement as well as motivation to learn.Ugwuanyi et al (2020) found that animated powerpoint presentation (PPT) significantly enhanced the achievement of students in physics than the non-animated PPT presentation. Ejimonye et al (2020) found that 2D animation technique proved to be significantly effective in enhancing students' motivation in quantitative contents of economics. found that flipped classroom instructional technology was effective in enhancingthe achievement of physics students at both posttest and follow-up measurements.…”

Section: Literature Reviewmentioning

confidence: 97%

“…Poor achievement of Economics students in both internal and external examinations has become a source of worry to economics educators and parents at large (Ejimonye et al, 2020). The evidence of this poor achievement in Economics is seen in WASSE Chief Examiner's Report identified that the students' weaknesses are: poor graphical representations to economic analysis and simple calculations, use of wrong terminologies, failure to expatiate points, among others (West African Examinations' Council [WAEC], 2013, 2015, 2016, 2017 & 2018).…”

Section: Introductionmentioning

confidence: 99%

Two-Dimensional Animation and Students’ Achievement in Mathematical Economics: Implications for Science Teaching

Ejimonye¹,

Ugwuanyi²,

Okeke³

et al. 2020

International Journal of Engineering Research and Technology

Self Cite

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The twenty-first-century classroom comes with changes in instructional delivery. This has demanded a paradigm shift on pedagogical practices. In the Nigerian context, literature is scarce on the impact of two-dimensional (2D) animation on students' achievement. Thus, this study explored the impact of 2D animation technique on students' achievement in mathematical contents of Economics. Non-equivalent groups quasi-experimental design was adopted for the study with a sample size of 162 senior secondary 2 Economics students. The sample is made up of 80 male students and 82 female students drawn from four coeducational secondary schools in Enugu metropolis, Enugu State. Economics Achievement Test (EAT) was used for data collection. An internal consistency reliability coefficient of the items of the EAT was obtained to be 0.79 using Kudder-Richardson's formula 20. Data collected were analysed using mean and analysis of covariance. The results showed that students taught the mathematical contents of Economics with two-dimensional animation technique had significantly higher post-test and follow-up mean achievement scores than those exposed to the conventional method. Thus, the 2D animation technique impacted positively on students' achievement in mathematical contents of economics. This finding has implication for science teaching meaning that 2D can equally be applied in the teaching of mathematically related science subjects such as physics and chemistry. It was recommended among others that 2D animation technique should be used in teaching economics in secondary schools.

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Effectiveness of Two-Dimensional Animation Technique in Enhancing Students’ Motivation in Quantitative Economics Concepts

Cited by 8 publications

References 0 publications

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

Two-Dimensional Animation and Students’ Achievement in Mathematical Economics: Implications for Science Teaching

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