Animation and the Restructuring of the Junior Primary School Basic Science Curriculum in Rivers State
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To ascertain whether animation aid in teaching of basic science in junior primary school in Rivers state
- To find out the opinion of teachers using animation in teaching of basic science in junior primary school
- To find out pupils’ performance of basic science with the aid of animation in junior primary school in Rivers state
- To find out the opinion of primary school pupils on the teaching of basic science with the aid of animation
- To ascertain whether animation aid restructuring of the junior primary school basic science curriculum in Rivers state
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Modern education and communication environments can offer alternative ways in the learning process. Technology has been widely used in educational technologies. It is very near when multimedia tools will be perfect utilization in education sector. Using interactive multimedia in the teaching process is growing in the present context. Interactive learning plays a very important role in assisting students in learning processes. It has possibility to enhance the early education system with multimedia technologies. The positive impact of the developed program on student’s abilities is to understand new knowledge or skills. Multimedia education offers an alternative to traditional education that can enhance the current methods and provide an alternative. Similarly, another group of researchers developed an English short play as a teaching material to promote children’s (second language learners) English learning attitude and interests that was presented to all classmates and evaluated by three professors. The findings of the study reveal that incorporating project-based learning into the development of an English short play can effectively guide students in creating the short play effectively. Animation media can help children to adopt their English vocabulary and receive higher average score than those who apply the normal one at statistical significance level. It is a beneficial teaching material to stimulate and support the learners, especially at 5 to 6 years old to enjoy the class with good results. Some work conducted at Sri Lankan universities in integrating web-based learning and interactive computer aided language learning in English as a Second Language and foreign languages proved to be most successful in enhancing student performance. This promising multimedia technology is worthy for both school and higher education. An interactive multimedia courseware with storytelling approach supports learning process and the knowledge could be delivered and recognized easier. It is obvious that method of interaction design for enhancing children’s cognitive ability is essential. Interactive materials are effective for pre-school students. They can adopt with materials very quickly. Islam wanted to know the feeling of students when learning materials was playing.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to animation and the restructuring of the junior primary school basic science curriculum in Rivers state.
Sources of data collection
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in gathering information relevant to animation and the restructuring of the junior primary school basic science curriculum. Two hundred (200) staffs of selected primary schools in Portharcourt in Rivers state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF DATA
One hundred and sixty (160) questionnaires were distributed and one hundred and forty (133) were returned. This figure was the sample size. Out of the one hundred and thirty-three, only one hundred and twenty (120) were properly responded to. As a result, the researcher used one hundred and twenty for this study when more than 50% of the respondents agree to the questions, the answer is taken as valid for the purpose of this study. In analyzing the data, the approach that will be adopted is to find out the percentage and positive and negative answers to the question posed.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on animation and the restructuring of the junior primary school basic science curriculum in Rivers state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of animation and the restructuring of the junior primary school basic science
Summary
This study was on animation and the restructuring of the junior primary school basic science curriculum in Rivers state. Five objectives were raised which included: To ascertain whether animation aid in teaching of basic science in junior primary school in Rivers state, to find out the opinion of teachers using animation in teaching of basic science in junior primary school, to find out pupils’ performance of basic science with the aid of animation in junior primary school in Rivers state, to find out the opinion of primary school pupils on the teaching of basic science with the aid of animation and to ascertain whether animation aid restructuring of the junior primary school basic science curriculum in Rivers state. In line with these objectives, five research questions were formulated and answered. The total population for the study is 200 staff of selected primary schools in Portharcourt in Rivers state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study.
Conclusion
With the help of computer-mediated communication techniques, especially by using tools like animation, teachers are able to give distinct learning experience to the students. In general, animation can help to present a complex concept in a simpler form, to create interest among the students, to motivate towards learning and to draw students’ attention on particular subjects, which eventually facilitate better learning. Use of animation can turn the students into active participants and co-producers of knowledge and enhance learning abilities of students in modern classroom set up and it can provide positive stimulus to students in most of the subjects they study. However, the degree of improvement in students’ academic performance may largely depend on the design of the animated content and also on the mode of presentation of instruction material in the classroom
Recommendation
Government should procure multimedia devices and organize seminars for science teacher on the need to imbibe latest teaching culture.
Science teachers should incorporate the use of cartoon style animation teaching to complement their traditional chalk-talk method of instructional delivery.
Science teachers should frequently use MM and Animated cartoons during instructional development, especially when it is inevitable.
School authorities should invite specialists (educational technologists, instructional material technicians, computer experts, etc.) to assist science teachers with their animated cartoon packages that are relevant to the subject.
References
- Roger, H. Sharp and J. Preece, (2011) “Interaction Design: Beyond Human-Computer interaction” John Wiley & Sons, Inc. [2]
- Toles, James LaFayette, (2009) “The Virtual Classroom: An Enhancement or Replacement to Traditional Education?”, Undergraduate Research Awards, Paper 3 [3]
- Annual Report (2003) Department for Education and Skills and Office for Standards in Education, Departmental Report, http://dera.ioe.ac.uk/16365/7/CM%205402.pdf [4]
- Shafqat Hameed, Atta Badii, Andrea J Cullen, Effective E-Learning Integration with Traditional Learning in a Blended Learning Environment, (2008) European and Mediterranean Conference on Information Systems 2008 (EMCIS2008), May 25-26, Al Bustan Rotana Hotel, Dubai [5]
- Martin oliver, Keith trigwell (2005) Can ‘Blended Learning’ Be Redeemed? Journal of E–Learning, Volume 2, Number 1, pp. 17-26. [6]
- Nusir, I. Alsmadi, M. Al- kabi, and F. Shardqah, (2011) “Designing an Interactive Multimedia Learning System for the Children of Primary Schools in Jordan”, IEEE Global Engineering Education Conference (EDUCON), April 4-6, Amman, Jordan.
- Fine, C., & Thornbury, M. L. (2006). ICT Play and Exploration. In M. Hayes, & D. Whitebread (Eds.), ICT in Years (pp. 21-37). New York: Open University Press.
- Grzegorzewski, P. (1998). Statistical Inference about the Median from Vague Data. Control and Cybernatics, 27, 447-464.
- Grzegorzewski, P. (2004). Distribution-Free Tests for Vague Data. Soft Methodology and Random Information Systems (pp. 495-502). Heidelberg: Springer. http://dx.doi.org/10.1007/978-3-540-44465-7_61
- Hegarty, M., & Kriz, S. (2008). Effects of Knowledge and Spatial Ability on Learning from Animation. In R. Lowe, & W. Schnotz (Eds.), Learning with Animation: Research Implications for Design (pp. 1-27). New York: Cambridge UP.
- Mayer, R. E. (2008). Research Based Principles for Learning with Animation. In L. Richard, & W. Schnotz (Eds.), Learning with Animation: Research Implications for Design (pp. 30-46). New York: Cambridge UP.
- Molenda, M., & Sullivan, M. (2003). Issues and Trends in Instructional Technology. In Branch, & R. Marbie (Eds.), Education and Media Technology Year Book (pp. 3-21). London: Libraries Unlimited.
