This study employs a pretest–post-test quasi-experimental design to examine the effects of animation on students’ comprehension of chemical digestion within the human digestive system. The sample comprised 50, Grade 10 high school students(16-17 years old), selected as intact groups, with 25 assigned to the Experimental Group and 25 to the Control Group. The Experimental Group received instruction supported by animation during the chemical digestion lesson for four weeks, whereas the Control Group was taught using conventional methods, relying solely on static diagrams and the lecture method. Quantitative data were collected through pretests and post-tests, while qualitative data were obtained from student interviews regarding their learning experiences with both instructional approaches. The findings of the ANCOVA test indicate that the use of animation significantly enhanced students’ performance in answering multiple choice questions, structured questions and essay questions on chemical digestion. Moreover, students in the Experimental Group reported positive learning experiences, describing the lessons as engaging and enjoyable. These results hold important pedagogical implications, suggesting that animation is an effective instructional strategy for teaching complex biological processes such as the human digestive system.
Nair et al. (Thu,) studied this question.