The Effect of Animated Teaching on Science Teacher Candidates' Chemistry Achievements and Learning Persistence

Oct 15, 2026

Study examines how animation-based instruction influences chemistry achievement and learning persistence among undergraduate pre-service science teachers. A quasi-experimental pretest-posttest design with an experimental control group was used, with 82 participants selected via appropriate sampling. Data were collected using the General Chemistry Achievement Test and were re-administered at six-week intervals to gauge persistence. Nonparametric analyses in SPSS 23.0 showed a significant positive effect of animation, higher mean scores for women, and no grade-level difference. The six-week persistence test also indicated a significant positive correlation supporting sustained learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Study purpose and research design

Data collection and statistical analysis

Findings and implications

The Effect of Animated Teaching on Science Teacher Candidates' Chemistry Achievements and Learning Persistence Erkan YANARATEŞ1 Kastamonu University Abstract The purpose of this study was to determine the effect of teaching with animation on chemistry achievement and learning persistence on pre-service science teachers studying in the undergraduate program of science teaching. The quasi-experimental model, one of the quantitative research approaches, was used in the study. The pretest-posttest was applied with the experimental control group. Eighty-two pre-service teachers, randomly selected with the appropriate sampling method, participated in the research. The "General Chemistry Achievement Test" developed by Sönmez (2017), which has validity and reliability in the literature, was used as a data collection tool. In addition, to determine the persistence of learning, chemistry achievement test post-test applications were applied again at six-week intervals. The data obtained from the findings was analyzed using descriptive and inferential statistical techniques in the SPSS 23.0 package program. Because the collected data did not have a normal distribution, the research conducted using nonparametric test techniques (Mann Whitney U and Kruskal Wallis) revealed a significant positive difference in favor of the experimental group to which animation was applied. In addition, in terms of gender variables, it has been determined that women have a higher mean than men. In contrast, there was no significant difference in grade level between teacher candidates. Following a six-week persistence test, it was found that there was a significant and positive correlation, ensuring the learning's persistence. Keywords: Animation, chemistry achievement, science education DOI: 10.29329/epasr.2022.248.6 1Assist. Prof. Dr., Kastamonu University, Faculty of Education, Kastamonu, Turkey, ORCID: 0000-0003-1378-5284 Email: [eyanarates@kastamonu.edu.tr](eyanarates@kastamonu.edu.tr) Introduction In the globalizing world, science and technology are changing people's lifestyles and perspectives on life more and more every day. As a result, countries now consider developed and qualified labor and raise qualified individuals. Today, which is called the 21st century, many skills individuals need to acquire have begun to come to the fore. Among these skills are critical thinking, stress management, multi-criteria decision-making, creative and reflective thinking, and computer and technology literacy (Ayyıldız & Yılmaz, 2021) . In addition, as it is known, methods such as animation, simulation, digital technology-based teaching (Demirkan, 2019) and science center visits are generally teaching techniques that provide permanent learning and have a high retention rate. Although there are many ways to grow qualified individuals (learning by doing, being a role model, learning on the job in applied professions, etc.), the best one is to grow individuals through education (Akçay, 2019; Gibson, 2012) . Individuals can develop and change in a systematic, programmed, and specific curriculum under legal guarantees with education. The education process has different areas, from pre-school to higher education, and has many stages (Jorde & Dillon, 2012) . Social studies, classroom teaching, mathematics teaching, physics teaching, biology teaching, science teaching, and chemistry teaching (Kousa et al., 2018) . Science teaching comes to the fore once more in these fields. It has a multidisciplinary structure and has an important place in individuals' understanding of the society and environment in which they live, making science teaching a little more prominent (Lai & Viering, 2012; Robin, 2008) . Many approaches are used in science teaching today (Sözbilir, 2017) . These approaches can be classified as traditional, contemporary, and complementary approaches. While traditional technics are predominantly teacher-centered, they are teaching styles.

FAQs

What is the main purpose of the study?

To determine the effect of animation-based teaching on chemistry achievement and learning persistence of pre-service science teacher candidates.

How was learning persistence measured?

Chemistry achievement test post-tests were applied again at six-week intervals to assess persistence of learning.

What were the key findings regarding the animation group?

Nonparametric tests showed a significant positive difference in favor of the experimental group taught with animation, and persistence was supported by a significant positive correlation after six weeks.

Oct 15, 2026

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