ICT teaching and learning of geohazards using animation enhances learners achievement and retention ability.

2. Introduction
 As a result of the lockdown in 2020 due to covid-19 pandemic,
it was directed by the Nigerian government that all schools be
closed.
 Schools were obligated to adopt innovative teaching and
learning strategy, as students were encouraged to engage in
remote learning as a substitute to the face-to-face learning.

3. What are the ICT Innovative Teaching and
Learning packages?
 Some trending Information and Communication Technology (ICT) innovative teaching and learning
packages include:
 Graphic packages: e.g. Corel Draws, Canvas/blender for animation
 Word processing packages: e.g. MS Word
 Spreadsheets Packages: e.g. MS Excel
 Presentation packages: e.g. PowerPoint, Zoom, Google Meet
 Maps packages: e.g. Google Map, Google Earth

4. Animation Strategy
Hearing
Animation is the technique of making objects or drawings
appear to move in motion graphics or pictures
Unlike the conventional teaching of the “chalk-and-talk”
method, animation strategy is a multimedia strategy that
involves the combination of various digital media types such
as motion graphics, text, images, audio and video, into an
integrated multi-sensory interactive application or
presentation to convey information to an audience.

5. Example of Animation Strategy Lesson

6. Examples of Geohazards

9. Purpose of the Study
The objective of this study is to evaluate the need for ICT innovative teaching and learning strategy
with animation as compared with the conventional teaching method. The main purpose of this study is
to investigate students’ achievement and retention in climate change when exposed to animation
teaching strategy. Specifically, the study aim to:
 find out the difference in the mean achievement score of students taught geohazards using
animation teaching strategy and those exposed to conventional teaching method ;
 ascertain the difference in the mean retention score of students taught geohazards using animation
teaching strategy and those exposed to conventional teaching method; and
 find out the difference in the mean achievement score of students taught geohazards using
animation teaching strategy on the bases of gender;
 find out the difference in the mean retention score of students taught geohazards using animation
teaching strategy on the bases of gender.

10. Research Questions and Hypothesis
The research was guided by the following research questions:
 Question 1: What is the difference in the mean achievement score of students taught geohazards using
animation teaching strategy and those exposed to conventional teaching method?
 Question 2: What is the difference in the mean achievement score of students taught geohazards using
animation teaching strategy on the bases of gender?
The following hypotheses was tested:
 Ho1. There is no significant difference in the mean achievement scores of students taught with
Animation and those taught with Conventional Teaching Method.
 Ho2. There is no significant difference in the mean achievement scores of male and female students
taught with Animation.

11. Methodology
 The study made use of the quasi-experimental research design.
 The population comprised of the entire undergraduates in North Central Nigeria.
 The sample size consisted of intact classes of 151 students.
 Purposive sampling technique was used to select two schools for the study Each school was
found to have 80 (control group) and 71 (experimental group) science students in SS II.
 Both descriptive and inferential statistics of means (x
̅ ) and standard deviations was used to
answer the four research questions while T-test was used to analyze the four research
hypotheses at a significance level of 0.05 (5%).

12. Analysis
0 10 20 30 40 50 60 70 80
Experimental
Control
Acheievement Score of students in both Groups
SD2 Mean2 SD Mean

13. Analysis
0 10 20 30 40 50 60 70 80
Male
Female
Gender difference in Animation Group
Mean gained SD posttest pretest

14. Results
 The results of this study showed that Students taught geohazards using animation
performed better than students taught with conventional teaching method.
 It was also discovered that female students taught geohazards achieved more than
the male students. However, female students’ achievement did not differ
significantly.
 In summary, the findings indicated that the appropriate use of ICT innovative
teaching and learning of geohazards with animation enhances a better academic
achievement.

15. Conclusion, Implication of the Study
 In conclusion, the new paradigm shifts as a result of covid-19 pandemic school
lockdown in 2020, gave the education sector a completely new role that was not earlier
described in the transmission model of teaching and learning with ICT.
 The implication of the findings of this study is that animation is a reliable ICT teaching
and learning strategy. The use of animation in teaching and learning would significantly
enhance students’ achievement rate.

16. Recommendations
Geologist should create awareness about geohazards using
ICT innovative strategies such as animation to enhance
better comprehension, assimilation and retention of the
subject matter.
Media skills should be impacted to geologist through in-
house, outdoor or remote training, by organizing educational
seminars, workshops and conferences.
ICT facilities and internet access should be made available
for effective teaching and learning of geohazards.

17. THANK YOU
for for
LISTENING
andand
WATCHING!