Candidates have shown a lack of understanding of alternating current electricity, as many either steered clear of these questions or tackled them with little success. This fascinating area of physics introduces concepts that can truly captivate students if well handled using specific innovative teaching method like computer animation method. However, some researchers highlights challenges and a lack of motivation during lessons on this physics topic, primarily because traditional teaching methods often keep students passive, merely listening to lectures. This can lead to poor retention of material as some researchers did point out that inadequate teaching methods might prevent students from grasping abstract physics concepts fully. Therefore, this study investigated the effect of instructional computer animation on Technical college students‘achievement in alternating current electricity in Nsukka Education Zone. Two research questions guided the study and two null hypotheses were tested. The study adopted a quasi experimental design. Population of the study consisted of all the 2120 Year three physics students in the public technical colleges in Nsukka Educational Zone. The sample consisted of 120 Year 3 physics students drawn from some of the technical colleges in the Education Zone. Alternating current electricity Achievement Test (ACEAT) was the instruments used to collect data for the study. The reliability coefficient of ACEAT was established to be 0.85 using Kuder Richardson (KR-20) after trial-testing of the instrument. Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 level of significance. The result revealed that instructional computer animation had significant effect on students‘ achievement in alternating current electricity. Female students performed better than the male students taught using instructional computer animation.
Ugwuanyi et al. (Mon,) studied this question.