Effect of Computer Animation Instructional Package on Students’ Achievement in Hybridization in Chemistry

Abstract

The study aimed to ascertain how learners' performance in the chemical
hybridization concept was affected by the Computer Animation Instructional
Package (CAI). A pretest-posttest quasi-experimental research design was used in
the study. There were 120 seniors secondary school students in the sample. The
control group received instruction via traditional lectures, while the experimental
group was treated using computer animation. The Hybridization Achievement Test
(HAT) and Students' Spatial Ability Test (SSAT) were tested and used for data
collection. The tests had reliability coefficients of 0.71 and 0.77, respectively
using Kuder Richardson 20. Using estimated marginal means and Analysis of
Covariance (ANCOVA) at a 0.05 significance level, seven research hypotheses
were tested. Results showed that CAI highly impacted students' performance in the
chemical concept of hybridization. A noteworthy interaction effect between gender
and spatial ability was also found, favouring females with high spatial ability over
males with low spatial ability regarding learners' performance. The research results
indicate that CAI enhanced students' performance on the hybridization concept in
chemistry. The results also showed the gender-friendly and successful
instructional characteristics of CAI.