Using Computer-Animated Instruction to Enhance Chemistry Conceptual Understanding of Diploma Pharmacy Students

Abstract

The objective of this study is to investigate the use of computer-animated instruction to improve students’ conceptual understanding in chemistry concepts. The sample consisted of 70 fi rst year Diploma Pharmacy students who were randomly selected. This study used the pre-test-post-test quasi experimental group design. The treatment group was taught using computer-animated instruction, while the control group was taught using white-board drawing instruction. A Conceptual Performance Test consisting of visual and verbal conceptual questions was used to measure students’ conceptual understanding. The t-Test was employed to analyze students’ conceptual understanding test score. The fi ndings indicated that computer-animated instruction group did not outperform signifi cantly [t(65)=1.50, p=0.15] in the visual conceptual questions compared to whiteboard drawing instruction group.