An Investigation of the Use of Animated Educational Videos in Government Primary Schools, Birnin Kebbi, Kebbi State
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- NGN 5000
Background of the study
Animated educational videos have emerged as an effective tool for enhancing learning experiences, particularly in primary education. In Government Primary Schools in Birnin Kebbi, where traditional teaching methods often rely on rote memorization and teacher-centered instruction, animated videos can provide an engaging, visually stimulating alternative. These videos use storytelling, dynamic visuals, and sound to convey complex concepts in a simplified and memorable manner, thereby increasing student motivation and understanding (Adeola, 2023; Ibrahim, 2024). Animated content can transform abstract lessons into relatable narratives, enabling young learners to grasp foundational concepts more easily. Moreover, the use of animation fosters creativity and critical thinking, as students are exposed to various interpretations and visual representations of academic content. However, challenges such as high production costs, limited access to digital infrastructure, and the need for teacher training in multimedia integration often impede the effective use of animated videos. This study aims to investigate the impact of animated educational videos on student learning outcomes in Government Primary Schools in Birnin Kebbi, evaluating their effectiveness in enhancing comprehension and engagement, and proposing strategies to overcome the associated challenges (Chinaza, 2023).
Statement of the problem
Primary schools in Birnin Kebbi struggle with outdated teaching methods that fail to engage students in dynamic learning experiences. The reliance on traditional textbooks and static lectures limits the retention of key concepts, particularly among young learners who benefit from interactive and visually appealing content. Although animated educational videos offer a promising alternative by making lessons more engaging and accessible, their adoption is hindered by high production costs, insufficient technological resources, and inadequate training for educators in digital media. As a result, students may not receive the benefits of modern, multimedia-rich instruction, which can affect their academic performance and long-term interest in learning. This study seeks to evaluate the effectiveness of animated educational videos in primary education, identify the barriers to their effective use, and recommend solutions to optimize their production and integration into the curriculum (Ibrahim, 2024; Adeola, 2023).
Objectives of the study
• To assess the impact of animated videos on learning outcomes in primary schools.
• To identify challenges in the production and implementation of animated content.
• To propose strategies for effective integration of animated videos into the curriculum.
Research questions
• How do animated educational videos affect student engagement and comprehension?
• What are the primary barriers to their effective implementation in primary schools?
• How can production and teacher training be optimized for better integration?
Significance of the study
This study is significant as it explores the potential of animated videos to enhance learning in primary schools, providing actionable insights for educators and policymakers to modernize teaching practices and improve educational outcomes in Birnin Kebbi (Adeola, 2023; Ibrahim, 2024).
Scope and limitations of the study
The study is confined to animated educational videos in Government Primary Schools in Birnin Kebbi, Kebbi State. Limitations include high production costs and limited access to digital technology.
Definitions of terms
• Animated Educational Videos: Digitally produced videos that use animation to teach concepts.
• Primary Education: The first stage of formal education for young learners.
• Engagement: The degree to which students actively participate and interact with learning materials.
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