Impact of Computer-Generated Imagery Animation on Pupils’ Performance in Biology at Secondary Level

Abstract

The paper aimed to examine the impact of computer-generated imagery (CGI) animation on the performance of secondary school children in Biology. The objectives were to compare the academic performance of students taught via CGI animation versus traditional methods, across various cognitive levels. Science and technology are key drivers of sustainable development, essential for economic and social progress through understanding natural phenomena. The study focused exclusively on 9th class Biology students in a Govt Girls high school, Gujranwala, using 2D and 3D CGI animation presentations during the 2024-25 session, over four weeks. The experimental study used a “Pretest-Posttest Equivalent Groups Design” to assess CGI animation's impact on Biology performance through a 30-MCQ-based Biology Performance Test covering six cognitive levels (knowledge, comprehension, application, analysis, synthesis, and evaluation. The research instrument was validated by experts and confirmed reliable with a 0.831 coefficient using the test-retest method for accurate study results. The experimental group was taught through the CGI animation technique, whereas the control group was taught through the traditional teaching method. On the completion of four weeks’ experimental process, posttest was planned immediately to examine the level of pupils’ achievement of both groups. Statistical tools such as mean, standard deviation and independent samples t-test were employed for analyzing data. The results showed that CGI animation significantly positively impacted pupils’ performance in Biology. Based on the findings, it was recommended that science teachers should use the CGI animation technique to stimulate and boost pupils’ performance in Biology at the secondary level.