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<p>Resource-based instructions such as animation and laboratory-based&#xa0;methods&#xa0;are of crucial importance to teachers and students in teaching and learning across the globe. However, these methods are often underutilized, and when utilized, laboratory-based methods are used in large-group settings, limiting individual active participation and performance. Therefore,&#xa0;this study tested the effect of animations and small-group laboratory activities on pre-service biology teachers’ academic achievement. The study used a quasi-experimental non-equivalent group, pre- and post-test control group design. Two experimental groups and one control group were used. The control group (<i>N</i> = 60) was taught by lecture&#xa0;method, the first experimental group (<i>N</i> = 55) by animation-based instruction, and the second experimental group (<i>N</i> = 59) by small-group laboratory activities. The data were collected using a Pre-service Biology Teachers Achievement Test, which showed a reliability of .51. We found that both lecture&#xa0;method, animation-based instruction, and laboratory methods using small-group laboratory activities improved pre-service biology teacher academic achievement with a very high statistically significant difference (<i>p</i> &lt; .001). However, a repeated-measures analysis of covariance (ANCOVA) revealed a very high statistically significant difference raised by small-group laboratory activities among other teaching interventions. Therefore, based on their significant contributions and their high effect sizes, method specifically&#xa0;small-group laboratory activities are recommended to improve pre-service biology teachers’ academic achievement in biology.</p>

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Testing Effect of Animation and Laboratory-Based Instructions on Pre-service Biology Teachers’ Achievement in Introductory Microbiology

  • 期刊论文

  • 发表日期：

    2025年7月1日

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  • Josiane Mukagihana,
  • Catherine M. Aurah,
  • Florien Nsanganwimana

摘要

Resource-based instructions such as animation and laboratory-based methods are of crucial importance to teachers and students in teaching and learning across the globe. However, these methods are often underutilized, and when utilized, laboratory-based methods are used in large-group settings, limiting individual active participation and performance. Therefore, this study tested the effect of animations and small-group laboratory activities on pre-service biology teachers’ academic achievement. The study used a quasi-experimental non-equivalent group, pre- and post-test control group design. Two experimental groups and one control group were used. The control group (N = 60) was taught by lecture method, the first experimental group (N = 55) by animation-based instruction, and the second experimental group (N = 59) by small-group laboratory activities. The data were collected using a Pre-service Biology Teachers Achievement Test, which showed a reliability of .51. We found that both lecture method, animation-based instruction, and laboratory methods using small-group laboratory activities improved pre-service biology teacher academic achievement with a very high statistically significant difference (p < .001). However, a repeated-measures analysis of covariance (ANCOVA) revealed a very high statistically significant difference raised by small-group laboratory activities among other teaching interventions. Therefore, based on their significant contributions and their high effect sizes, method specifically small-group laboratory activities are recommended to improve pre-service biology teachers’ academic achievement in biology.