Effect of Animation-Based Instruction on Understanding of Cell Biology Among Secondary Students in Oyo State

This study investigated the effect of animation-based instruction on secondary school students' understanding of cell biology in Oyo State, Nigeria. Microscopic biological concepts such as cell structure, mitosis, and organelle function present significant conceptual challenges for learners, and animation technology offers visual representations that can make abstract processes tangible and comprehensible. A quasi-experimental pretest-posttest control group design was adopted. Four intact SS1 Biology classes from four government secondary schools in Ibadan North and Ibadan South West Local Government Areas were used. Experimental classes received instruction on cell biology using computer animations displayed via projectors, while control classes received conventional chalk-and-board instruction. A Cell Biology Achievement Test comprising 40 multiple-choice items was validated and administered, with a reliability coefficient of 0.81. Analysis of Covariance was used to test hypotheses. Results showed that students in the animation-based instruction group achieved significantly higher scores than those in the control group. The improvement was consistent across both male and female students. The study concluded that animation-based instruction enhances conceptual understanding of microscopic Biology topics and recommended that the State Ministry of Education procure animation-compatible projectors for Biology laboratories and train Biology teachers in animation software usage. Keywords: animation-based instruction, cell biology, student understanding, Oyo State, technology in education.