COMPARATIVE EFFECTS OF ANIMATED AND NON-ANIMATED COMPUTER-ASSISTED INSTRUCTIONS ON STUDENTS' INTEREST AND ACHIEVEMENTS IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NNEWI ANAMBRA STATE

This study examines the comparative effects of animated and non-animated computer-assisted instruction (CAI) on students' interest and academic achievement in biology among Senior Secondary School students in Nnewi, Anambra State, Nigeria. A descriptive survey research design was employed, involving a sample of 120 students from both public and private schools, with data collected through a structured questionnaire, however, only 86 were properly filled and used for reaching the conclusion of the study.  The analysis focused on evaluating students' interest and achievement levels when exposed to both animated and non-animated CAI. The findings indicate that animated CAI has a moderate positive effect on students' interest in biology, with students reporting slightly higher engagement and motivation compared to non-animated instruction. However, the difference in academic achievement between students taught using animated versus non-animated CAI was not statistically significant, suggesting that while animations can enhance learning experiences, they do not necessarily translate into significantly higher academic performance. The study concludes that while animated CAI offers certain advantages, such as increased student engagement, it should not be viewed as a standalone solution for improving academic achievement. Instead, it should be integrated into a broader instructional strategy that considers the diverse needs and preferences of students. The study recommends enhancing the quality of animated instructional content, providing teacher training in CAI, and adopting a blended learning approach. Further research is suggested to explore the long-term effects of animated CAI and its impact across different student demographics. This study contributes to the ongoing discourse on the effectiveness of computer-assisted instruction in secondary education and provides valuable insights for educators and policymakers aiming to optimize instructional methods in biology education.