DEVELOPMENT AND VALIDATION OF RESEARCH INSTRUMENT TO ASSESS THE IMPACT OF TEACHING CHEMISTRY VIA ANIMATED VIDEOS

Abstract

This study investigates the impact of using animated videos as a teaching tool in secondary-level chemistry education, focusing on students' learning outcomes and motivation. Traditional teaching methods often fail to engage students or explain complex chemical concepts adequately. With their dynamic and visually appealing content, animated videos offer a potential solution to these challenges. The research employs a quasi-experimental design, comparing students' performance and motivation levels using animated videos against those taught via traditional teaching methods. Data was collected through pre-and post-tests, as well as motivation surveys (google form). The research population (N=500) was divided into experimental (N=250) and control (N=250) groups from 20 secondary schools of District Mandi Bha Uddin. The findings reveal a significant improvement in the learning outcomes and motivation of students exposed to animated videos. Specifically, students demonstrated better retention of knowledge, higher levels of understanding of abstract concepts, and increased motivation toward chemistry. This study underscores the efficacy of animated videos in enhancing both educational achievement and student engagement in secondary-level chemistry, suggesting their broader application in science education. The animated videos had both visual-pictorial and auditory-verbal capabilities. This and the fact that students were engaged in active learning can explain the positive and high correlation between thinking skills and motivation to learn chemistry among the experimental students.