A Comparative Analysis of the Utilization of Animation and Concrete Models in Early Childhood Classroom in Edo State
CHAPTER ONE
RESEARCH OBJECTIVES
The objective of this study is to conduct a comparative analysis of the utilization of animation and concrete models in early childhood classroom in Edo state. The Specific objectives of the study were to:
- Investigate the attitudinal change of students towards the learning as a result of each model.
- Ascertain whether there was gender difference in the attitude of pupils towards each model
- Investigate whether pupils improved due to the application of each model
CHAPTER TWO
REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
WHAT ARE VISUAL REPRESENTATIONS?
Visual representations are maps, charts, diagrams, static graphics, computer animations, hypertext and multimedia that are incorporated into instruction. Visual representations relate to the components of the subject matter (Goodman, 1968). They show a spatial relation and may refer to the concrete objects and real-world relations, or, by analogy, to abstract concepts and conceptual relations (Winn, 1989). Maps are an example of the former, which refers to the real-world relations. The real territory, such as buildings, mountains and lakes, describes them. For useful navigation, they are reduced in scale and correspond to the virtual distances among the features of the territory (Schlichtmann, 1985). Diagrams often illustrate abstract domains of reference (Winn, 1989). Charts represent the procedural steps and exclude physical objects. The joining lines help create a sequence of the steps. Animation refers to a series of computer screens that illustrate movement (Hannafin & Rieber, 1989). Animation provides visual and spatial information. Hypermedia, characterized as “a generic term covering hypertext, multimedia, and related applications, involves the chunking of information into nodes that could be selected dynamically” (Dillon & Gabbard, 1998). Multimedia corresponds to using more than one sense modality (Mayer & Sims, 1994). Multimedia learning occurs when students utilize information presented in two or more modalities – such as visually presented animation and verbally presented narration to construct knowledge (Mayer & Sims, 1994).
Generally people understand the information presented by the visuals better; it is well said “a picture is worth a thousand words.” Understanding occurs when a visual interacts with the psychological process active in the person who receives it (Salomon, 1979). It requires that perceptual and cognitive processes act on the representative elements of visuals and become influenced by them (Winn, 1991).
Static Graphics
Graphics have played key roles in scientific textbooks for centuries (Brooks, Nolan & Gallagher, 2001). They have been used to stimulate interest in students and increase their involvement for instructional purposes. There has been a considerable amount of research on the process of knowledge acquisition by means of text and graphics (Anglin, Towers, & Levie, 1981; Levie & Lentz, 1982; and Willows & Houghton, 1987). There is a general consent on the beneficial contribution of graphics with the related text information for the readers (Morrison, Ross, & Kemp, 2001). Graphics are a good source of visual communication and can deliver the textual message effectively (Levie & Lentz, 1982). Graphics capture the attention of the learner by arranging the components spatially and they thereby use particular capacities of human visual system for perception of spatial configurations (Schnotz, 1993). Instructional material consists of written texts and graphics such as maps, charts, graphs, diagrams, etc (Schnotz, 1993). The purpose of graphical displays in text is not a mere accessory to texts or to decorate the text and thus appeal the readers. Rather, graphics to illustrate abstract concepts, organize complex sets of information, integrate new knowledge into existing knowledge structures, facilitate retention of information, and foster the process as of thinking and problem solving which are effective aids for learning (Schnotz, 1993). Comprehension of abstract subject matter with the aid of graphics is helpful; graphics explain the spatial relationships described in the text (Peeck, 1987). For example, in a text describing the relationship between the position of the moon relative to earth and sun during a lunar eclipse, an image of these spatial relations would benefit the reader (Morrison, Ross & Kemp, 2001).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, the research design and procedure for data collection, as well as the instruments used for data collection were described. The procedure for analysis of data was also described.
Research Design
The research design was quasi-experimental in nature. Precisely, a pretest-posttest- post posttest experimental control group research design was employed for the study. This design was chosen because the researcher could not have full control over the schools used. This was also because the design has the following advantages:
- the mean scores obtained from the pretest was used to statistically find out any difference between the groups at the start of the study. That was to ensure equality of the two groups academically at the start of the treatments.
- the design allowed for the calculation of individual as well as group mean pretestand posttest scores. With this, one was able to determine the superiority of one teaching strategy relative to the there was also the assumption that any difference in the performance of the groups can only be attributed to the treatment given, since the treatment administered was the only difference between the two.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSIONS
Introduction
This chapter presented the results of the study. The responses and the scores from the test were subjected to analysis using the Statistical Package for the Social Science (SPSS), and the level of significance adopted for rejecting or retaining stated hypotheses was 0.05. The chapter is presented using the following sub-headings: Data Presentation, Data Analysis, Summary of the Major Findings and the Discussions
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
In this chapter the summary of the study and conclusion are presented. Also presented are the recommendations, limitations of the study, the contribution of the study to knowledge and suggestions for further studies.
Summary
The data collected from the Pupils‟ Geometry Attitude Questionnaire, Geometry Performance Test and Geometry Retention Test were analyzed using means, standard deviations, t-test and Mann-Whitney U-test statistical tools to answer the research questions and test the stated hypotheses. The results and discussions were reported in chapter four.
Conclusions
When CMA teaching was compared with Animation models, pupils‟ attitude, retention and conceptual ability in geometry were improved as follows:
- Pupils‟ were actively engaged in class activities and discussions due to the use of CMA strategy. Their active participation significantly improves their attitude and understanding of geometry concepts better than the Animation models.
- as a result of class activities and the objects, the pupils have the ability to retain geometry concepts better and for much longer time than the sitting and listening of the CLM that tends to make pupils forget
- female pupils‟ exposed to the Concrete Manipulative Approach, expresseda similar attitude to their male counterpart as well as performed
Suggestions for furtherStudies
The following suggestions for further studies are made:
- Similar studies using CMA as teaching strategy can be conducted in science education to determine their efficacy or the subjects‟
- The study can be replicated in Nigerian tertiary institutions to determine the efficacy and effectiveness of CMA as a teaching strategy on pupils‟ performance in all
- There is need to assess the efficacy of the CMA strategy relative to other teaching strategies such as demonstration method, group method, inquiry method, concepts mapping and so
- Similar studies using CMA can be carried out on pupils‟ retention to ascertain if there is any gender
References
- Abakpa, B. O. (2010). Effects of Mastery Learning Instructional Strategy on Students‟ Interest and Achievement in Secondary School Geometry. A PhD thesis of the Federal University of Agriculture, Makurdi, Benue State.
- Abubakar, R. B. (2012). The Effect of Using Probability Instructional Materials for Achievement, Attitude and Anxiety of Mathematics Studentss. Abacus: The Journal of the Mathematical Association of Nigeria, 37(1), 151-162
- Aburime, F. E. (2007). Challenges of Universal Basic Education: A Quasi-Experimental Study of the Role of Manipulative. Abacus: Journal of the Mathematical association of Nigeria, 32(1), 133-144.
- Achor, E. E., Imoko, B. I. & Ajai, J. T. (2010). Sex Differentials in Students‟ Achievement and Interest in Geometry Using Games and Simulations Technique. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 1-10.
- Agbo, N (2012, June 4), Joint Admission and Matriculation Board reduces University Admission to 180 marks. The Nation, P. 10 Retrieved from http://www.thenationonlineng.net/
- Agbo-Egwu, A. O. (2014). Effect of Metalinguistic Learning Approach on Students‟ Achievement, Interest and Retention in Statistics in Secondary Schools in Makurdi Metropolis, Benue State. An unpublished PhD Thesis University of Agriculture Makurdi
- Ajewole, G. A. (2006). Effects of Expository Instructional Method on the Attitude of Students to Mathematics. Journal of Research in Science Teaching, 28(5), 401-409.
