EFFECTS OF ANIMATION ON SELF-EFFICACY AND ACHIEVEMENT IN CHEMISTRY AMONG CONCRETE AND FORMAL THINKERS IN SECONDARY SCHOOLS IN JOS – NIGERIA

ABSTRACT: In this study animation instructional strategy (AIS) was used to find its effect on the self-efficacyand achievement of concrete and formal chemistry students in secondary schools in Jos – Nigeria. The pre-test,post-test non-equivalent control group design was used. A sample of 136 chemistry students randomly assignedinto experimental group (65) and control group (71) participated. Three instruments; a test of logical thinking(TOLT), chemical bond test (CBT, r = 0.87) and chemistry students’ self-efficacy questionnaire (CSSEQ, r =0.82) were employed. The experimental group was treated with AIS while the control group was taught usingthe traditional lecture method (LM). T-test statistic was used to analyze the data at P≤0.05 level of significance.Results revealed a significant difference in the achievement of chemistry students taught using AIS and thosetaught using LM, and a significant difference between the self-efficacy of students taught chemicalbondingusing AIS and those taught using LM. There was no significance difference between the achievementmean scores of formal and concrete learners in the AIS class, and no significant difference between the selfefficacy of formal and concrete thinkers in the same AIS class.The study recommended the use of animationinstructional strategy along with other student-centered strategies to chemistry teachers to enhance theachievement of formal and concrete learners.AIS should also be used to improve students’ self-efficacy.

Key words: animation, self-efficacy, achievement, formal, concrete, thinkers