Relative effect of animated and non-animated powerpoint presentations on physics students’ achievement

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Published: Apr 30, 2020
Updated: 2020-04-30
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2020-04-30 (3)
DOI: https://doi.org/10.18844/cjes.v15i2.4647

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Christian Sunday Ugwuanyi
University of the Free State, Postdoctoral Fellow, School of Education Studies, Faculty of Education, South Africa
https://orcid.org/0000-0003-2174-3674
Chinedu I.O Okeke
University of the Free State, Host, Professor, and Head, School of Education Studies, Faculty of Education, South Africa
https://orcid.org/0000-0003-3046-5266
Peace A Nnamani
University of Nigeria, Department of Science Education, Nsukka
Euphemia C Obochi
University of Nigeria, Department of Science Education, Nsukka
Christian C Obasi
University of Nigeria, Department of Science Education, Nsukka

Abstract

This paper determined the relative effect of animated and non-animated powerpoint (PPT) presentations on students’ achievement in physics. A non-equivalent group quasi-experimental research design was adopted for the study, using a sample of 88 senior secondary two students drawn from secondary schools in Nsukka Local Government Area of Enugu State. A 30-item multiple-choice Physics Achievement Test (PAT) was used for data collection. The instrument was both face and content validate. The internal consistency reliability of the items of the PAT was established to be 0.76 using Kuder– Richardson formula 20, while the estimated temporal stability was obtained to be 0.88 using Pearson’s product-moment correlation. The mean was used to answer the research questions while t-test of independent samples was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that animated PPT significantly enhanced the achievement of students in physics than the non-animated PPT presentation.


Keywords: Achievement, powerpoint animation, physics, presentation, relative effect

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How to Cite
Ugwuanyi, C. S., Okeke, C. I., Nnamani, P. A., Obochi, E. C., & Obasi, C. C. (2020). Relative effect of animated and non-animated powerpoint presentations on physics students’ achievement. Cypriot Journal of Educational Sciences, 15(2), 282–291. https://doi.org/10.18844/cjes.v15i2.4647
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Vol. 15 No. 2 (2020): April
Section
Articles
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