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Mayer, R. E, Multimedia learning (2nd ed), Cambridge University Press, New York, 2009

has been cited by the following article:

Article

Impact of Integrating Videos and Animations on Conceptual Understanding of Cardiovascular Anatomy and Physiology. A Case of Applied Science and Technology First-year Students at Mukuba University

1Nutritional Sciences, Mukuba University, Kitwe, Zambia

2Maths, Science and Technology education, Mukuba University, Kitwe, Zambia

3Biological Sciences, Mukuba University, Kitwe, Zambia


American Journal of Educational Research. 2020, Vol. 8 No. 7, 485-490
DOI: 10.12691/education-8-7-6
Copyright © 2020 Science and Education Publishing

Cite this paper:
Richard Moombe Kalenga, Mafunase Mwale, Susan Mwelwa. Impact of Integrating Videos and Animations on Conceptual Understanding of Cardiovascular Anatomy and Physiology. A Case of Applied Science and Technology First-year Students at Mukuba University. American Journal of Educational Research. 2020; 8(7):485-490. doi: 10.12691/education-8-7-6.

Correspondence to: Susan  Mwelwa, Biological Sciences, Mukuba University, Kitwe, Zambia. Email: suzenmwelwa@gmail.com

Abstract

The problem of difficulties in conceptual understanding of certain topics in Biology has pervaded all levels of education including universities. This study investigated the impact of integrating videos and animations in Applied Human Anatomy and Physiology (BIO 102) lessons on students’ conceptual understanding of the Cardiovascular Anatomy and Physiology. The study was an action research conducted by the practitioners to improve practice and the quality of learning. First-year students in the School of Applied Science and Technology taking BIO 102 constituted the target population. The total sample size was 42; 40 females and 2 males. The research design was quasi-experimental, specifically the randomized subjects, pretest-posttest control group design. Purposive sampling was used to select students of interest to the study while subjects were randomly assigned to the control and experimental groups. Data collection was done using a Biology Achievement test and a Likert-type Attitude questionnaire. Descriptive statistics (Means and standard deviations) were used to analyze the data while the independent samples t-test was used to test for any statistically significant difference in the average Achievement in the two groups before and after the experiment. The findings from this study indicate that there is a statistically significant difference in the average Achievement of students’ when videos and animations are integrated into the lectures and when they are not. The independent samples t-test in the post-test was significant with t, (39) = 12.708, P> 0.05. It can, therefore, be concluded that integrating videos and animations in Physiology and Anatomy lessons significantly improves conceptual understanding.

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