Mobile technologies in educational process Chinese University

Cypriot Journal of Educational

Sciences

Volume 15, Issue 2, (2020) 282-291

www.cjes.eu

Relative effect of animated and non-animated powerpoint

presentations on physics students’ achievement

Christian S. Ugwuanyi*, Postdoctoral Fellow, School of Education Studies, Faculty of Education, University of the

Free State, Bloemfontein 9300, South Africa. https://orcid.org/0000-0003-2174-3674

Chinedu I. O. Okeke, Host, Professor, and Head, School of Education Studies, Faculty of Education, University of

the Free State, Bloemfontein 9300, South Africa. https://orcid.org/0000-0003-3046-5266

Peace A. Nnamani, Department of Science Education, University of Nigeria, Nsukka, Nigeria

Euphemia C. Obochi, Department of Science Education, University of Nigeria, Nsukka, Nigeria

Christian C. Obasi, Department of Science Education, University of Nigeria, Nsukka, Nigeria

Suggested Citation:

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282–291. https://doi.org/10.18844/cjes.v15i2.4647

Received August 5, 2019; revised January 1, 2020; accepted April 1, 2020.

Selection and peer review under responsibility of Prof. Dr. Huseyin Uzunboylu, Higher Education Planning,

Supervision, Accreditation and Coordination Board, Nicosia, Cyprus.

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.

*ADDRESS FOR CORRESPONDENCE: Christian S. Ugwuanyi, Postdoctoral Fellow, School of Education Studies, Faculty of

Education, University of the Free State, Bloemfontein 9300, South Africa. E-mail address: [email protected]

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

283

1. Introduction

Students’ performance in physics internal and external examinations has not been encouraging.

This is evidenced in the West African Examinations’ Council Chief Examiner’s reports of students’

performance in Physics which showed that out of 685,669 candidates enrolled for the examination in

the subject in May/June 2014, less than 30% had credit pass and above and in May/June 2015 less

than 35% of 658,393 candidates who enrolled for the same examination had credit pass and above.

Besides, Erdemir (2009) found that the performance in physics is lower than other science subjects,

such as biology and chemistry. This alarming trend has become a great threat to the nation’s future

and survival in terms of science and its benefits.

This poor performance of students in physics can be attributed to the lack of teachers' use of

innovative teaching methods and strategies in the 21st-century classroom. The literature shows that

information communication technology has a significant impact on students’ achievement, especially

in this 21st century world. In technology-aided education, visual materials such as powerpoint (PPT)

animations, animated pictures and multimedia software have great importance (Aksoy, 2013). PPT is a

soft way of presenting lecture materials to the students to appeal to the visual sense of the students

and attract their attention. PPT Instruction Strategy is one aspect of computer-based instruction that

helps any educational level to convey information better and allows students to proceed at a

comfortable learning rate (Osigwelem, 2005).

The presentation can be animated or non-animated. According to Clark and Mayer (2003),

animation refers to a computerised simulation of processes using images to structure a synthetic

motion picture and adding printed text, charts, maps, static graphics and self-motivated graphics.

When used essentially as a form of entertainment, an animation can be a cartoon, but in this study,

we focused on the potential of animation as an educational tool (Hamzat, Bello & Abimbola, 2017).

According to Hamzat et al. (2017), different categories of images with text have diverse functions in

creating mental models as a replacement for simply receiving the knowledge. The animation that

combines audio and visual features may help in the course of encoding information, storing it into

lasting memory and the recovery process (Paivio as cited in Hamzat et al., 2017). Animations facilitate

descriptive and procedural learning with an assurance of enhanced performance when applied for

instructions over contemporary means (Mayer, 2001).

Several studies have revealed the effect of PPT animation on students’ achievement. Ugwuanyi et

al. (2019) found that PPT presentation had a significant effect on students’ achievement in physics and

mathematics. Bamidele and Yoade (2017) found that the animation combined with narration and on-

screen text (A + N + T) package produced the highest mean score (mean = 16.67), followed by the

Animation combined with Narration (A + N) package (mean = 15.42) and the lowest mean score (mean

= 12.75) was recorded for the conventional teaching method. Erdemir (2011) found that the students

at the experimental group who participated in lectures supported by PPPs had higher grades than the

control group who were solely taught through traditional presentations. Aksoy (2013) found that the

computer animation technique is more effective than traditional teaching methods in terms of

enhancing students' achievement. Abdul, Sana and Arabella (2017) found a positive effect of

animation on learning of physics. Findings of Adegbija and Falode (2014) revealed that students taught

Physics using Animation-based CamStudio Instructional Package performed significantly better than

those taught using the conventional lecture method. Computer-assisted instructional package

significantly improved students' achievement in practical biology (Hamzat et al., 2017). Findings of

other studies, such as Abidoye and Omotunde (2015), Ayotola and Abiodun (2010), Gambari, Falode

and Adegbenro (2014) and Salisu (2015) revealed a significant effect of computer-assisted instruction

on students’ achievement in different subjects excluding physics. King-Dow and Shih-Chuan (2015)

found that animations contributed much in learning the results of students’ performance which

uplifted students’ physics concepts understanding and learning attitudes indicated by different

variances of gender and dispositions.

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

284

Moreover, findings of Anigbo and Orie (2018) revealed that the experimental group taught with

Microsoft PPT Instruction Strategy obtained a higher mean achievement score than the control group

in the post COSAT but the difference was not significant. Ezza, Alhuqail and Elhussain (2019) found

that instructional technology could significantly enhance learners’ composing skills. Ruzicka and

Milova (2019) found that the use of video analysis in providing feedback has a positive effect on the

process of downhill skiing skills acquisition.

Despite the inconsistencies in the findings of the previous studies on the subject matter, literature

is scarce on the effect of animated and non-animated PPT presentations on students’ achievement in

physics, especially in the Nigerian context. This gap in literature necessitated the present study which

determined the relative effect of animated and non-animated PPT presentations on students’

achievement in physics in Nsukka Education zone of Enugu State.

1.1. Objectives of the study

The following objectives were sought for the study.

1. Determine the effect of animated and non-animated PPT on mean achievement scores of students

at the pretest.

2. Determine the effect of animated and non-animated PPT on mean achievement scores of students

at the posttest

3. Determine the effect of animated and non-animated PPT on mean achievement scores of students

at the follow-up measure.

1.2. Hypotheses

The following hypotheses were tested at 5% probability levels

: There is no significant difference in mean achievement scores of animated and non-animated

groups students at the pretest.

: Animated and non-animated PPT presentations had no significant differential effects on

students’ achievement in physics at posttest.

: Animated and non-animated PPT presentations had no significant differential effects on

students’ achievement in physics at follow-up measure.

2. Methods

2.1. Research design

The study adopted a non-equivalent group quasi-experimental research design. According to

Creswell (2014), quasi-experiment involves a researcher assigning, but not randomly, participants to

groups because the experimenter cannot artificially create groups for the experiment. This was to

enable the researchers to experiment using intact classes of students without disrupting the school's

normal academic program.

2.2. Participants

The sample size for the study was 88 senior secondary, 2 students out of 3,635 senior secondary,

2 Physics Students in 30 public Secondary Schools in Nsukka Local Government Area of Enugu State.

The sample was purposively drawn from two co-educational schools in Nsukka Education zone of

Enugu State, Nigeria. The students in the two intact classes were assigned to experimental 1 (43) and

experimental group 2 (45) using a simple random sampling technique as shown in Figure 1.

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

285

Figure 1. Flow diagram of the sampled participants

2.3. Instrument for data collection

Physics Achievement Test (PAT) developed by the researchers was used to collect the data. The

instrument has 30 multiple-choice test items. PAT has two sections (A and B). Section A elicited

information on the students’ names, class and sex, while section B elicited information on the

achievement of the student in the content area. Each of the multiple-choice test items had four

options (A–D). For each item, only one of the four options is the correct answer. The items were

developed to reflect the concepts treated and about the objectives of the lesson on which instruction

was based.

Assessed for eligibility (n = 88)

Excluded (n = 0)

 Not meeting inclusion criteria (n = 0)

 Declined to participate (n = 0)

 Other reasons (n = 0)

Analysed (n = 43)

 Excluded from analysis (give reasons)

(n = 0)

Lost to follow-up (give reasons) (n = 0)

Discontinued intervention (give reasons)

(n = 0)

Allocated to intervention (n = 43)

 Received allocated intervention (n = 43)

 Did not receive allocated intervention (give

reasons) (n = 0 )

Lost to follow-up (give reasons) (n = 0)

Discontinued intervention (give reasons)

(n = 0)

Allocated to intervention (n = 45)

 Received allocated intervention

(n = 45)

 Did not receive allocated intervention

(give reasons) (n = 0)

Analysed (n = 45)

 Excluded from analysis (give reasons)

(n = 0)

Allocation

Analysis

Follow-Up

Randomized (n = 88)

Enrolment

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

286

2.4. Development of the learning package

PPT presentations with animation package and without animation packages were developed by the

researchers. The need for the researchers to make a computer package is based on the fact that PPT

presentation packages are not common. The PPT Presentation package utilises custom animation and

it is presented in slides. The production of the package was carried out with the help of a team of

professionals and specialists, including system programmers and instructional designers who are the

researchers. The main menu consists of the background, introduction, the topic and the unit of the

topic and finally exit button. PPT presentation was done in two ways, one with animation and the

other without animation.

2.5. Validation of the instrument and PPT package

The developed PPT presentation package and the 30 items objective physics achievement test

instrument was subjected to face validation by three experts. These include one (1) expert from

measurement and evaluation and two (2) experts from physics Education all in the Department of

Science Education, University of Nigeria Nsukka. The experts were requested to specifically examine

the test items along with the following criteria, clarity of the questions asked, appropriateness of the

questions to the students’ level of understanding and experience. The constructive criticisms of the

validators were used to modify the instrument as well as the package.

2.6. Reliability of the instrument

A trial testing was conducted to ascertain the reliability of the objective test items. The trial testing

was carried out using 20 students who were randomly sampled from Community Secondary School

Obollo-Afor using a simple random sampling technique (hat and draw). The data obtained were

analysed using Kuder–Richardson formula 20. An internal consistency reliability coefficient of 0.76 was

obtained while a test–retest reliability index of 0.88 was obtained using Person’s product-moment

correlation.

2.7. Experimental procedure

Before the commencement of the experiment, the researchers conducted training for the research

assistants. They were briefed on how to carry on with the experiment. PAT was then administered to

the students before the commencement of the treatment as a pretest. The data obtained by students

served as pretest scores for the study. After the pretest, treatment was administered to the students

in each of the groups which lasted for 4 weeks. The first group was taught with animation after which

the students attempted some multiple-choice objective questions. The second group was taught

without animation after which the students attempted the same multiple questions. At the end of the

treatment, posttest was administered on the two groups. The test was conducted at the same time

and the scripts were collected immediately for marking. After 2 months of the treatment, a follow-up

measure or assessment was done by the researchers on the same participants.

Finally, the pre-test, post-test and follow-up scores were subjected to data analysis. For the scoring

purpose, each of the thirty items in PAT was scored one mark making a total of 30 marks.

2.8. Method of data analysis

Data collected were analysed using mean and t-test of independent samples. Mean was used to

answer the research questions while t-test of independent samples was used to test the hypotheses

formulated for the study at p ˂ 0.05 probability level.

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

287

Figure 2. Schematic representation of the methods

DESIGN

PRE-TEST, POST-TEST NON-EQUIVALENT CONTROL GROUP QUASI EXPERIMENT

TARGET POPULATION

3,635 SS 2 STUDENTS IN NSUKKA EDUCATION ZONE

SAMPLE

88 SS 2 STUDENTS

SAMPLING TECHNIQUE

PURPOSIVE SAMPLING TECHNIQUE

INSTRUMENT FOR DATA COLLECTION

PAT

EXPERIMENTAL GROUP 1

n = 43

EXPERIMENTAL GROUP 2

n = 45

NON-ANIMATED PPT

ANIMATED PPT

PRETEST

POSTTEST

METHOD OF DATA ANALYSIS

MEAN & t-TEST OF INDEPENDENT SAMPLES

FOLLOW-UP

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

288

3. Results

Table 1. T-test of independent samples for the differences in the mean achievement scores of physics

students at pretest, posttest and follow-up measures

Treatment

Time

Mean

Animated PPT

Pretest

15.31

3.50

0.493

0.624

Non-animated PPT

14.98

2.80

Animated PPT

Posttest

23.92

5.63

2.629

0.010

Non-animated PPT

20.93

5.05

Animated PPT

Follow-up

24.26

5.80

2.781

0.007

Non-animated PPT

21.02

5.13

Table 1 shows that the mean achievement score of the students taught physics using animated PPT

(M = 15.31, SD = 3.50) did not differ significantly from those taught using non-animated PPT

(M = 14.98, SD = 2.80), t (86) = 0.493, p = 0.624. At the posttest, the mean achievement score of the

students taught physics using animated PPT (M = 23.92, SD = 5.63) differed significantly from those

taught using non-animated PPT (M = 20.93, SD = 5.05), t (58) = 2.629, p = 0.010. Similarly, at the

follow-up measure, the mean achievement score of the students taught physics using animated PPT

(M = 24.26, SD = 5.80) differed significantly from those taught using non-animated PPT (M = 21.02,

SD = 5.13), t (86) = 2.781, p = 0.007. This implies that animated PPT had a significant effect on

students’ achievement in physics than the non-animated PPT.

Figure 3. Graph of the pretest, posttest and follow-up mean achievement scores of the participants in

experimental and control groups

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

289

4. Discussion of the findings

The findings of the study revealed that the students taught physics using PPT presentations with

animation achieved significantly higher than those taught using PPT presentations without animation

at both posttest and follow-up measures. This implies that animated PPT had a significant effect on

students’ achievement in physics than the non-animated PPT. These findings may have resulted in this

way because of the nature of animated PPT. The animated PPT has the inherent feature of attracting

the attention of the users thereby making them focused. During the treatment period, the researchers

noticed that those who were taught using animated PPT were more participatory than those taught

with non-animated PPT. This may have resulted in their significant achievement than their

counterparts in the non-animated PPT group. Buttressing this point, Abdul et al. (2017) opined that

the use of animations in teaching generate and sustain attention, cheer in the thinking of students and

assist for conceptual understanding. These findings are in line with the findings of other related

studies. For instance, Ugwuanyi et al. (2019) found that PPT presentation had a significant effect on

students’ achievement in physics and mathematics. Bamidele and Yoade (2017) found that the

animation combined with narration and on-screen text (A + N + T) package produced the highest

mean score (mean = 16.67), followed by the Animation combined with Narration (A + N) package

(mean = 15.42) and the lowest mean score (mean = 12.75) was recorded for the conventional teaching

method.

Erdemir (2011) found that the students at the experimental group who participated in lectures

supported by PPPs had higher grades than the control group who were solely taught through

traditional presentations. Aksoy (2013) found that the computer animation technique is more

effective than traditional teaching methods in terms of enhancing students' achievement. Abdul et al.

(2017) found a positive effect of animation on learning of physics. Findings of Adegbija and Falode

(2014) revealed that students taught Physics using Animation-based CamStudio Instructional Package

performed significantly better than those taught using the conventional lecture method. Computer-

assisted instructional package significantly improved students' achievement in practical biology

(Hamzat et al., 2017). Findings of other studies, such as Abidoye and Omotunde (2015), Ayotola and

Abiodun (2010), Gambari et al. (2014) and Salisu (2015) revealed a significant effect of computer-

assisted instruction on students’ achievement in different subjects excluding physics. King-Dow and

Shih-Chuan (2015) found that animations contributed much in learning the results of students’

performance which uplifted students’ physics concepts understanding and learning attitudes indicated

by different variances of gender and dispositions. The findings of this study validated many

characteristics of integrated animations and animated environments which contributed much to

students’ scientific learning competence and proficiency (Kiboss, 2002; Su, 2008a; 2008b, 2011, 2013;

Tao, 2004). Ezza et al. (2019) found that instructional technology could significantly enhance learners’

composing skills. Ruzicka and Milova (2019) found that the use of video analysis in providing feedback

has a positive effect on the process of downhill skiing skills acquisition. Ejimonye et al. (2020) found

that 2D animation technique proved to be significantly effective in enhancing students’ motivation in

quantitative contents of economics. Ugwuanyi et al. (2019) found that flipped classroom instructional

technology was effective in enhancing the achievement of physics students at both post-test and

follow-up measurements.

This study has been able to add to the contribution to the knowledge in the area of physics

education by proving empirically the effectiveness of animated PPT over non-animated PPT on the

achievement of students in physics. This is unlike other studies that used either animated versus

lecture method or animated versus non-animated but different subject areas like geography, biology,

chemistry and so on.

Ugwuanyi, C. S., Okeke, C. I. O., 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 Science. 15(2), 282-291.

https://doi.org/10.18844/cjes.v15i2.4647

290

4.1. Limitations of the findings

The findings of this study may be limited by, such factors as gender, cultural orientation and

location. In this study, the researchers were not able to check for the moderating influence of those

possible moderators, thereby limiting the generalisability of the findings of the study. Thus, further

researchers can replicate this study by considering those possible moderators.

5. Conclusion and recommendations

This study has proven the efficacy of animated PPT presentation on students’ achievement in

physics. This may be because, during the treatment periods, the students who were in the animated

PPT group were very active in the learning process than those in the non-animated PPT group. Hence,

the application of animated PPT enhances students’ achievement in physics more than the non-

animated PPT. In order words, adequate implementation of animated PPT presentation by physics

teachers will lead to enhanced students’ achievement in physics. It was, therefore, recommended

that:

1. An adequate arrangement should be made by the school authorities for the full implementation of

animated PPT for physics instruction by the teachers.

2. Physics teachers should also be made to undergo intensive training on how to use animated PPT to

present their physics instructions.

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