Effect of Animated Instructions on Elementary Students’ Conceptual Knowledge in Science

The purpose of the study is to compare the effects of the lecture method and animated instructions on the conceptual knowledge of fifth-grade science students. It is experimental in nature, and a true experimental design was used. The population consists of fifth-grade science students enrolled in a government girls’ school in District Gujrat. One public school was selected, and 28 students were taken as the sample for the study. Control and experimental groups were formed through random assignment. The control group was taught using the lecture method, while the experimental group was taught using animated instructions, both over a period of one month. A test was developed by the researcher to measure students’ conceptual knowledge gained through the lecture method and animated instructions. The tool was validated through expert opinions. Data were collected and analyzed by comparing the mean gain scores of the pre-test and post-test. An independent sample t-test was used for this purpose. There is a significant difference in the mean gain scores of students taught through the lecture method and those taught using animated instructions. This study aims to raise awareness about the importance of animated instructions and to provide guidance for teachers, suggesting that animations can be effectively used in schools to improve science teaching and enhance students’ understanding of science concepts.