EFFECT OF CARTOONS ON PUPILS INTEREST AND ACHIEVEMENT IN ENVIRONMENTAL EDUCATION IN BASIC SCIENCE AND TECHNOLOGY
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
This study investigated the effect of cartoons on pupils’ interest and achievement in environmental education (EE) in Basic Science and Technology. The specific purposes of the study are to determine the mean achievement scores of primary school pupils taught EE by conventional method and by using cartoons; find out the mean interest scores of pupils taught EE by conventional method and by cartoon method; determine the effect of gender on the mean achievement scores of pupils taught EE by conventional method and by using cartoons. Find out the effect of location on the mean achievement scores of pupils taught EE by conventional method and by using cartoons; determine the mean interest scores of rural and urban pupils taught EE by conventional method and by using cartoons; determine the mean interest scores of male and female pupils taught EE by conventional method and by use of cartoons; The design of the study was quasiexperimental non-randomized pretest-posttest control group. The sample consisted of one hundred and fifty seven (157) primary three (3) pupils in four public primary schools in Enugu South Local Education Authority in Enugu Education Zone. The instruments used for the study were a researcher developed achievement test, Environmental Education Achievement Test (EEAT) and interest scale, Basic Science Interest Scale (BSIS) which were validated by five (5) experts. The reliability method used for determining the reliability was Kudrar Richardson (K-R21) formular. Mean, standard deviation and analysis of covariance (ANCOVA) were used for data analysis. Major findings of the study showed that using cartoons as instructional materials greatly enhanced achievement and interest in environmental education. Those pupils exposed to the use of cartoons performed significantly better than those exposed to conventional method of teaching. Gender and location had no significant effect on the mean scores of primary three pupils exposed to cartoons. Urban pupils performed better than rural pupils. Urban and rural pupils taught with cartoons showed more interest than pupils taught with the conventional method. Based on the findings, conclusions were drawn and the educational implications were extensively discussed. Major recommendations from the study were that Federal and State Ministries of Education should make available quality cartoon books to primary schools both in the rural and urban areas, and teachers should be encouraged to adopt and use them, since the use of cartoons has been proven to enhance interest and achievement in environmental education.
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