The effectiveness of an animation on Grade 10 learners’ understanding of Mitosis in Tembisa, South Africa

Abstract

Science education has seen an increase in the use of computer-based models for improving learners‘ conceptual understanding. However, the effectiveness of these models remains a subject for much debate, particularly given the multiple factors that affect learning. There is also a dearth of research regarding the effectiveness of these in previously-disadvantaged school contexts where access to computer-based infrastructure is minimal. Countries such as South Africa are currently adopting teaching methods that integrate information technology. This includes the distribution of smart boards, mobile computers, and tablets in school to support teaching and learning. The extent to which these resources have a positive impact on learning is a subject of ongoing research. In addition, researchers are still exploring the role that computer-based teaching could have on learners in light of a relatively poor socio-economic context. In light of the increasing use of computer-based teaching in South African schools, the primary purpose of the current research was to investigate the effectiveness of virtual realities such as computer-based animations on students‘ content understanding in Life Sciences. This research, conducted as a mixed-method approach in a High school in Tembisa, outside of Johannesburg in South Africa, involved Grade 10 Life Science learners (n = 67). These learners were selected using non-random purposive sampling. A quasi experimental design was adopted in which traditional textbook-based teaching was used to teach mitosis, while the experimental group was taught using an animation. Pre- and post-test learner performances were then compared within and between groups. Interviews were also conducted to determine potential learning difficulties associated with the use of the animation. Results indicated that learners‘ performance improved when being taught through an animation. Results also reflected that some learners experienced learning difficulties when using the animation. The integration of sounds and pictures on the animation was shown to assist learners create visual mental models. Learners were able to build their own mental model based on the observations and accompanying sound. Results also demonstrated that visual information presented through the animation is retained in the memory structure for a longer period and learners were encouraged to develop an understanding of learnt concepts and support their memory retention which improved their achievement in the post-intervention test.