Discover how animation technology is transforming chemistry education for concrete and formal thinkers in Nigerian secondary schools, boosting both achievement and self-efficacy.
Imagine a classroom in Jos, Nigeria, where chemistry students no longer struggle to visualize abstract molecular structures. Instead of staring blankly at chalkboard diagrams, they watch colorful animations that bring chemical bonding to life, transforming abstract concepts into tangible, dynamic processes.
This isn't a distant dream—it's the reality being created through innovative educational approaches that harness the power of animation technology.
Many students perceive chemistry as difficult because it deals with invisible phenomena—molecules, atoms, and bonds that cannot be directly observed.
Recent research provides compelling evidence that animation instructional strategy (AIS) may hold the key to improving both performance and confidence 3 .
The terminology of "concrete" and "formal" thinkers originates from Jean Piaget's theory of cognitive development, which has guided educational practices for decades 3 .
Understand the world in terms of tangible objects and direct experiences. They struggle with hypothetical situations and abstract concepts that cannot be directly observed.
Have developed the ability to think abstractly, consider hypothetical scenarios, and engage in systematic problem-solving.
Self-efficacy—a person's belief in their capability to succeed—plays a crucial role in academic achievement 3 . Students with higher self-efficacy are more likely to persist through challenges and engage deeply with difficult concepts.
Animation instructional strategy (AIS) represents more than just entertaining moving images. It makes invisible processes visible and creates memorable visual representations of abstract concepts 3 .
Understanding chemical bonding requires students to visualize interactions at the molecular level—creating a particular challenge for concrete thinkers who struggle with invisible processes.
A groundbreaking study conducted in Jos, Nigeria, set out to systematically investigate whether animation could transform chemistry education for students with different cognitive styles 3 .
The study involved 136 secondary school chemistry students randomly assigned into either an experimental group (65 students) or a control group (71 students) 3 .
The study used a pre-test, post-test non-equivalent control group design—a robust approach for educational research where intact classes are assigned to different instructional conditions 3 .
The experimental group received instruction on chemical bonding using specifically developed animation instructional materials, while the control group learned the same content through traditional lecture methods 3 .
Data were analyzed using t-test statistics at a significance level of P≤0.05, ensuring that any observed differences were unlikely to have occurred by chance 3 .
"Animation instructional strategy (AIS) was used to find its effect on the self-efficacy and achievement of concrete and formal chemistry students" 3 .
The findings from the Jos study provide strong support for the integration of animation into chemistry classrooms, with improved outcomes across multiple dimensions.
Students who learned through animation demonstrated substantially better understanding of chemical bonding concepts compared to their peers in traditional lecture settings.
The statistical analysis revealed "a significant difference in the achievement of chemistry students taught using AIS and those taught using LM [lecture method]" 3 .
Perhaps even more importantly, the animation approach significantly boosted students' belief in their ability to learn chemistry.
The researchers found "a significant difference between the self-efficacy of students taught chemical bonding using AIS and those taught via lectures" 3 .
One of the most remarkable findings concerned the effect on students with different cognitive styles.
The research demonstrated that "both concrete and formal thinkers achieved similarly when taught chemical bonding using AIS, showing no significant differences" 3 .
Total Students
Statistical Significance
Animation Group
The success of animation in chemistry education can be understood through its ability to create visual bridges between concrete experiences and abstract concepts.
Animations provide something tangible to observe—a dynamic representation of processes they would otherwise struggle to imagine.
Animations offer efficient mental models that support their abstract understanding.
This aligns with what educational psychologists call dual coding theory—the idea that combining visual and verbal information creates multiple mental pathways for retrieving knowledge, making learning more robust and accessible.
The Jos findings are consistent with international research on science education.
Studies from various countries have similarly found that technology-supported constructivist approaches enhance both teaching quality and learning outcomes 1 .
This growing body of evidence suggests that animation and other technology-enhanced approaches may have broad applicability across science disciplines.
Behind educational research like the Jos study lies a sophisticated array of methodological tools and approaches.
| Research Tool | Function in the Study | Specific Example |
|---|---|---|
| Test of Logical Thinking (TOLT) | Categorizes students as concrete or formal thinkers based on Piagetian cognitive levels | Identified thinking styles to examine differential animation effects 3 |
| Chemical Bond Test (CBT) | Measures academic achievement in specific chemistry concepts | 30-item test on chemical bonding with reliability coefficient of 0.87 3 |
| Chemistry Self-Efficacy Questionnaire (CSSEQ) | Assesses students' confidence in their chemistry abilities | Measured students' belief in their capacity to succeed in chemistry 3 |
| Animation Instructional Packages | Visual representations of abstract chemical processes | Dynamic animations showing molecular interactions and bonding 3 |
| Statistical Analysis Software | Analyzes data for significant differences between groups | T-test calculations determining probability that results occurred by chance 3 |
The study instruments demonstrated strong reliability coefficients:
These values indicate that the measurements were consistent and trustworthy 3 .
The pre-test, post-test non-equivalent control group design allowed researchers to:
The research from Jos, Nigeria, offers more than just evidence for a new teaching technique—it provides a vision for a more inclusive and effective approach to science education.
Animation helps bridge the gap between concrete and formal thinkers, ensuring equal opportunities to excel in science.
Dynamic visualizations increase student interest and motivation in learning complex concepts.
Both academic achievement and self-efficacy show significant improvements with animation-based instruction.
As the study authors advocate, the integration of animation instructional strategy in chemistry teaching can significantly boost "student engagement and confidence" 3 .
The journey from abstract confusion to concrete understanding begins with making the invisible visible. Through the thoughtful integration of animation technology, chemistry education in Nigeria—and potentially worldwide—may be on the cusp of a transformation that makes scientific concepts accessible to all types of thinkers, building both competence and confidence in the next generation of scientists.