Francis-Mario Chukwuemeka Umezulike, Thelma Chinenye Umezulike


The paper examined animation instructional learning strategy on students’ learning interest towardsthe acquisition of employability skills in basic science. Basic science is a subject that enables students to acquire the basic knowledge, abilities and understanding needed for them to effectively match into the modern age of science and technology fields and professional careers. It is also a stepping stone that students need for them to have a whole understanding of their future science-related professional careers. The goal of science education cannot be achieved by doing the same thing the same way always. Therefore, there is always the need for modification and change for science learning to remain relevant at all times. This desire for improvement  in the quality of scientific  knowledge  calls for changes in the pattern of learning interaction between the teachers and their students through improved or innovative teaching and learning so that the product of the school system can compete effectively and efficiently  in  the  global  world.  The  improvement  or  innovation  confers  relevance  and importance to the scientific knowledge acquired in schools for quality and productivity. This process of improvement or innovation requires reshaping the methods, techniques, strategies and  approaches   to  making   learning   functional,   relevant,   qualitative   and   interesting. Therefore,  this paper  sought  to determine  the use of animation  in  instructional  learning strategy in basic science as a means of enhancing  basic science students’  interest in the acquisition of employability skills in basic science learning which will further enable them to fit into relevant employable scientific career and profession. The paper attempted to define animation instruction as a teaching tool that uses text and moving pictures/images in combination  with  voice  or  non-vocal  sounds  to  ensure  effective  instructional  learning delivery.  The  place  of  animation  instruction  in  the  teaching  of  basic  science  for  the productive learning process, features, benefits and limitations were equally highlighted. The various  aspects  of  animation   such  as  forms  and  classification   were  mentioned   and suggestions  on the use of animation  instruction  such as basic science teachers should be encouraged  to use animation  learning  instruction  as a strategy  in teaching  and learning basic science.


Animation Instructional Learning, Basic Science, Learning Interest and Employability Skills.

Full Text:



Adolphus, T.; Onwiodvokit, F.A. & Dike, J.W. (2015).The relative effectiveness of collaborative learning approach on secondary school students’ understanding of the concept of electromagnetic induction.British Journal of Education, Society and Behavioural Science, 6 (3), 210 – 217. publication/510334

Afolabi, F. & Akinbobola, A.O. (2012). Creating and sustaining action learning in the physics classroom. European Journal of Business and Social Science, 1 (2), 11 – 24.

Amarin, N.Z. (2016). Beyond Segmented Instructional Animation and its role in enrichment

of Education and Technology. Ameh, P.O. & Dantani, Y.S. (2012).Effect of lecture and demonstration methods on the

academic achievement of students in chemistry in Nasarawa Local Government Area of

Kano State.International Journal of Modern Social Science, 1 (1), 29 – 37.

Aremu A. & Sangodoyin, A. (2010).Computer animation and the academic achievement of Nigeria senior secondary school students in biology.Journal of the Research Center for Educational Technology (RCET), 6 (2), 148 – 161. article/viewArticle/127

Baddeley, A.D. (2012). Working Memory, Thought and Action. Oxford, UK: Oxford

University Press.

Bello, M.R. (2014). Effect of computer aided instructional package on performance, attitude and retention of genetic concepts among secondary school students in Niger State, Nigeria. Unpublished Thesis submitted to the Department of Science and Vocational Education, Usman Danfodio University, Sokoto. http:// repository.

Gambani, A.I. (2010). Effects of instructional model on performance of junior secondary school students.DELSU Journal of Educational Research and Development, 9 (1), 54 –

Gambani, A.I.; Falode, C.O. & Adegbenso, D.A. (2014).Effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students.European Journal of Science and Mathematics Education, 2 (2).

Hencer, A.H. (2006). Strategies for Evaluating Educational Programmes. Chicago, Lexicon

Publication, Inc.

Karlsson, G. (2011). Instructional Technologies in Science Education Students’ Scientific

Reasoning in Collaborative Classroom Activities.

Lin, C.H. (2001). The effect of varied enhancement to animated instruction on tests measuring different educational objectives.Unpublished Thesis, The Pennsylvania State University.

Lorri, A. (2015). Why not enough students studying in science? Are there any effects on society?

Muhammad, R.; Ibrahim, R. & Kubo, G.B. (2017).Appraising animation as an instructional strategy for enhancing quality education in biology.Sokoto Educational Review, 17 (1 &

, 48 – 57.

National Policy on Education (2014).9 years basic education curriculum.Basic Science for

Junior Secondary School 1 – 3.

Ntibi, J. & Edoo (2017). Influence of school location on students’ attitude towards mathematics and basic science. European Centre for Research Training and Development, UK, 5 (10), 76 – 85.

Nwanekezi, A.U. & Kalu, N.E. (2012).Effect of multimedia on primary school pupils’

retention and interest in basic science concepts.African Research Review, An International Multidisciplinary Journal, Ethiopia, 6 (2). index.php/afrrev/article/view/77055

Ojumu, B. (2016). Basic science branches of science, meaning of science. Retrieved from

online publication of digitally democratizes access to education context for Nigeria Students and Teachers on 17/06/2021.

Onyedrian, J.H. (2010). Using improvised materials to enhance the teaching of basic science in primary schools.STAN, 52nd Annual Conference Proceedings.

Owolabi, O.T. & Oginni, O.I. (2014).Effectiveness of animation and multimedia teaching on students’ performance in science subjects.British Journal of Education, Society and Behavioural Science, 4 (2), 201 – 210.

Salisu, A. (2015). Impact of animated-media strategy on achievement, retention and interest

among secondary school geography students in weather concepts: Kastina State, Nigeria. Unpublished Thesis, Ahmadu Bello University Zaria.

Samuel, R.I. (2018). Effect of multimedia instructional approach in mid basic 2 pupils’ interest and retention in basic science.International Journal of Scientific and Research Publications, 8 (11), 343 – 348. p8339.pdf

Sinah, S. (2021). What is basic science? Quora, Inc.


Suresh, A. (2021). What is basic science? Quora, Inc. science

Ryan, M. (2013).Attitude and motivation towards learning physics.International Journal of Engineering Research and Technology (IJERT), 2087 – 2095. arxiv/papers/1805/1805.02293.pdf

Vygotsky, L.S. (1978). The Development of Higher Psychological Processes. Cambridge:

Harward University Press.

Zanin, M.K.B. (2015). Creating and teaching with simple animation: Making biology instruction come alive. The American Biology Teachers, 77 (6), 463 – 466.


  • There are currently no refbacks.

Copyright (c) 2024 Francis-Mario Chukwuemeka Umezulike, Thelma Chinenye Umezulike

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.









 ISSN (Print): 2682-5201  





Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.