Published Article

ABSTRACT

The study examined animated videos on Chemistry Students’ Academic Achievement in Uyo Local Government Area. One research question as well as one research hypothesis guided the study. The design adopted for the study was quasi-experimental pretest-posttest design. The sample size used for the study was 392 students that offered Chemistry. The instrument used for data collection was Chemistry Achievement Test (CAT). The instrument was face validated by three Science Educators. The Test re-test method was adopted to determine the reliability of the instrument. A reliability coefficient index of .98 was obtained using Pearson Product Moment Correlation (PPMC) and Spearman Brown Prophesy Formula. Means and standard deviation were used to answer the research questions while ANCOVA was used to test the hypothesis at 0.05 level of significance. The results indicated that there is a significant difference in students’ academic achievement in Chemistry taught using animated videos and those taught using expository method. It was concluded that students’ academic achievement in Chemistry improves when taught with animated videos in secondary schools in Uyo Local Government Area. Based on the findings of the study it was recommended among others that Chemistry teachers should use animated videos in their classrooms since it improved students’ academic achievement on in Chemistry.