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Impact of Multimedia Animation in Primary School Education

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Ch. 4

Chapter 4: Data Presentation and Analysis

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CHAPTER 4: Data Presentation and Analysis

4.0 INTRODUCTION

This chapter presents the data collected, analyses performed, and interpretation of findings in line with the quasi-experimental design of the study. The chapter is organised into three broad sections. First, a thorough screening of data and checks of the assumptions underlying Analysis of Covariance (ANCOVA) are reported, after which descriptive statistics for achievement, retention, and motivation are displayed. Second, each of the five null hypotheses is tested systematically using one-way and factorial ANCOVA, with pre-test scores serving as the covariate. Third, the results are discussed in relation to the theoretical frameworks underpinning the study, previous empirical findings, and the Nigerian educational context. The chapter concludes by acknowledging limitations and charting directions for further inquiry.

4.1 DATA PRESENTATION AND ANALYSIS

4.1.1 Preliminary Data Screening and Assumption Testing

Data from 160 primary school pupils who completed the pre-test, post-test, and retention measures were screened for accuracy and completeness. No cases were lost to attrition; all 160 pupils participated in every phase of data collection. Outliers were examined through boxplots and standardised residuals. Four multivariate outliers were identified but retained after confirming that their removal did not substantially alter the pattern of findings. Normality was assessed for each group at each time point using the Shapiro-Wilk test. All p-values exceeded .05, suggesting that the assumption of normality was tenable for the achievement and retention data. Levene’s test for equality of error variances was not statistically significant for any of the dependent variables (p > .05), indicating that the assumption of homogeneity of variance was met.

The homogeneity of regression slopes was confirmed by non-significant Group × Pre-test interactions for achievement (p = .267), retention (p = .323), and motivation, justifying the use of ANCOVA.

The following steps were followed in screening the data:

Visual inspection of histograms and Q-Q plots to confirm approximate normality of residuals.
Computation of standardised residuals and Cook’s distance to detect influential points.
Shapiro-Wilk tests on standardised residuals within each group.
Levene’s tests on post-test, retention, and motivation scores.
Custom model ANCOVAs to test the Group × Pre-test interaction.

4.1.2 Descriptive Statistics

Table 4.1.1 presents the mean scores, standard deviations, and sample sizes for the experimental (multimedia animation) and control (conventional instruction) groups across the three testing occasions. The pre-test means for the two groups were very similar, which is expected given that pupils were assessed before the intervention and classes were intact. However, substantial differences emerged at the post-test and retention phases, with the experimental group registering markedly higher mean scores.

Table 4.1.1: Descriptive Statistics for Achievement and Retention by Group

Phase	Group	N	Mean	SD
Pre-test	Experimental	80	12.45	3.20
Pre-test	Control	80	12.67	3.45
Post-test	Experimental	80	22.34	4.10
Post-test	Control	80	18.22	4.52
Retention test	Experimental	80	20.87	4.30
Retention test	Control	80	16.91	4.78

Source: Field Survey, 2025

The pattern of scores is visually depicted in Figure 4.1, which compares the pre-test and post-test achievement means for each group. The gap that opens after the intervention is clearly discernible.

Figure 4.1: Mean Pre-test and Post-test Achievement Scores by Group

For the motivation variable, which was assessed through a pupil-completed questionnaire, descriptive statistics are summarised in Table 4.1.2. The experimental group recorded a post-intervention mean of 4.48 (SD = 0.52) on a 5-point scale, compared with 3.81 (SD = 0.68) for the control group, after adjusting for the small pre-existing difference at pre-test. The post-test mean difference of 0.67 points corresponds to a large effect size (Cohen's d ≈ 1.11), indicating that the intervention substantially enhanced pupil motivation relative to the control condition. Pre-test means were comparable (experimental: 3.14, control: 3.19), ensuring that the post-test difference can be attributed to the intervention.

Table 4.1.2: Descriptive Statistics for Motivation by Group

Phase	Group	N	Mean	SD
Pre-test	Experimental	80	3.14	0.49
Pre-test	Control	80	3.19	0.47
Post-test	Experimental	80	4.48	0.52
Post-test	Control	80	3.81	0.68

Source: Field Survey, 2025

4.1.3 Inferential Analysis Strategy

Given the non-equivalent control group design, one-way ANCOVA was employed as the primary inferential tool to test the first three hypotheses. The pre-test score was entered as the covariate, the group (experimental or control) served as the fixed factor, and the post-test or retention score was the dependent variable. ANCOVA adjusts post-intervention means for any initial differences, thereby increasing statistical power and reducing error variance. For the moderator hypotheses (gender and school type), factorial ANCOVAs were conducted, with the treatment factor crossed with the moderator variable and pre-test again as covariate. All analyses were performed at an alpha level of .05.

4.2 TESTING OF HYPOTHESES

4.2.1 Hypothesis One: Effect of Animation on Achievement

H₀: There is no significant difference between the mean post-test achievement scores of pupils taught with multimedia animation and those taught with conventional instruction, when pre-test scores are controlled.

A one-way ANCOVA was conducted. After adjusting for pre-test scores, the group effect was statistically significant, F(1, 157) = 45.23, p < .001, partial η² = 0.22. The large effect size indicates that approximately 22% of the variance in post-test achievement was attributable to the instructional method. The adjusted marginal means were 22.28 (SE = 0.47) for the experimental group and 18.40 (SE = 0.47) for the control group. Consequently, the null hypothesis was rejected. Pupils exposed to multimedia animation achieved significantly higher post-test scores than their counterparts in the control condition.

Table 4.2.1: ANCOVA Summary for Achievement

Source	Type III SS	df	MS	F	p	η²p
Corrected Model	1869.42	2	934.71	63.21	<.001	.446
Intercept	2247.11	1	2247.11	152.08	<.001	.492
Pre-test	953.78	1	953.78	64.53	<.001	.291
Group	669.34	1	669.34	45.23	<.001	.224
Error	2323.11	157	14.78
Total	72462.00	160
Corrected Total	4192.53	159

Note. R² = .446 (Adjusted R² = .439)

4.2.2 Hypothesis Two: Effect on Retention

H₀: There is no significant difference between the mean retention test scores of pupils taught with multimedia animation and those taught with conventional instruction, when pre-test scores are controlled.

A similar one-way ANCOVA on retention scores revealed a significant group difference, F(1, 157) = 38.12, p < .001, partial η² = 0.20. The experimental group retained a larger share of learned material (adjusted mean = 20.93, SE = 0.49) compared with the control group (adjusted mean = 16.85, SE = 0.49). The null hypothesis was rejected. The animation group demonstrated superior retention two weeks after the intervention, confirming the durability of learning gains.

4.2.3 Hypothesis Three: Effect on Motivation

H₀: There is no significant difference between the mean post-intervention motivation scores of pupils in the experimental and control groups, when pre-intervention motivation scores are controlled.

The ANCOVA on post-intervention motivation, with pre-intervention motivation as covariate, yielded a significant group effect, F(1, 157) = 15.67, p < .001, partial η² = 0.09. This medium-sized effect indicates that animation positively influenced pupils’ intrinsic interest, perceived relevance, and reported effort. The adjusted means were 4.46 (SE = 0.07) for the experimental group and 3.83 (SE = 0.07) for the control group. The null hypothesis was rejected. Multimedia animation was associated with a meaningful increase in motivation.

4.2.4 Hypothesis Four: Moderation by Gender

H₀: There is no significant interaction effect between treatment group and gender on post-test achievement scores, controlling for pre-test scores.

A 2 (Group: experimental, control) × 2 (Gender: male, female) factorial ANCOVA was conducted. The crucial test is the Group × Gender interaction. The result was not statistically significant, F(1, 155) = 0.91, p = .342, partial η² = 0.006. The small effect size suggests that the benefit of animation was comparable for boys and girls. Table 4.2.2 displays the adjusted means for each subgroup. The null hypothesis was retained. Gender did not moderate the effect of multimedia animation on achievement.

Table 4.2.2: Adjusted Means for Group × Gender Interaction

Group	Gender	Adjusted Mean	SE
Experimental	Male	22.31	0.62
Experimental	Female	22.19	0.59
Control	Male	18.46	0.64
Control	Female	18.33	0.61

Note. Covariate pre-test score = 12.56.

4.2.5 Hypothesis Five: Moderation by School Type

H₀: There is no significant interaction effect between treatment group and school type (ICT-equipped public, ICT-equipped private) on post-test achievement scores, controlling for pre-test scores.

A parallel factorial ANCOVA examined Group × School Type interaction. The interaction was non-significant, F(1, 155) = 0.74, p = .391, partial η² = 0.005. The effect of animation did not differ meaningfully between public and private schools within the sample, which was restricted to ICT-equipped institutions. The null hypothesis was retained.

4.3 DISCUSSION OF RESULTS

The findings from this quasi-experiment provide robust evidence that multimedia animation can significantly enhance primary school pupils’ achievement, retention, and motivation in Basic Science. The discussion that follows interprets these outcomes through the lenses of the Cognitive Theory of Multimedia Learning (CTML), Dual Coding Theory, and related empirical literature, while also accounting for contextual and methodological considerations.

4.3.1 Achievement Gains and Theoretical Underpinnings

The large effect of animation on post-test achievement (η²p = 0.22) aligns with the predictions of CTML. Mayer’s principles assert that well-designed multimedia, which integrates visual and verbal information in a coherent temporally aligned manner, facilitates deeper cognitive processing. The animation used in this study presented biological processes and scientific phenomena through synchronised narration and dynamic visuals, thereby exploiting the dual channels of the human cognitive architecture. According to CTML, such dual-channel presentation reduces extraneous cognitive load by eliminating the need for learners to mentally integrate text and static images across time or space, while also promoting germane load as they engage in building causal models. Consequently, pupils in the experimental group were able to construct more robust mental models than those exposed to static text and teacher-led explanation, which often forces learners to split attention and rely on transient verbal information.

This finding resonates with Azor and Okwo (2026), who reported that a digital multimedia instructional package produced significantly higher history achievement among Nigerian students. Likewise, Nath (2026) emphasised that motion design reduces the cognitive effort required to understand spatial and temporal relationships, which likely contributed to the superiority of the animation group. Ge (2025) showed that multimedia integration in primary mathematics fostered conceptual understanding, underscoring the generalisability of the effect across subject areas. The cross-study consistency reinforces the view that animation is not merely attention-catching. It is a pedagogically sound tool when design respects cognitive limits.

4.3.2 Retention Advantage and Dual Coding

The significant advantage in retention (η²p = 0.20) is particularly noteworthy because it speaks to the durability of learning. According to Dual Coding Theory, information encoded through both verbal and non-verbal systems creates an interconnected memory trace that is more resistant to decay. The animation segment in this study repeatedly paired spoken labels with vivid moving images, strengthening the associative bonds. Hansen et al. (2026) documented a similar finding in health communication: patients who viewed animations recalled health information more accurately after a delay than those who read text alone. The current study extends this pattern to primary Basic Science in a Nigerian setting.

However, the retention gap between the two groups narrowed slightly from post-test to retention test (difference of 5.12 at post-test versus 3.96 at retention), indicating some natural forgetting. This is consistent with memory research and suggests that periodic booster sessions might consolidate learning further.

4.3.3 Motivational Boost and the S-O-R Framework

The medium effect on motivation (η²p = 0.09) underscores the affective dimension of multimedia learning. Animation’s novelty, colour, and dynamic pace can transform a routine science lesson into a stimulating experience. The Stimulus-Organism-Response (S-O-R) framework, as applied by Pan and Zhong (2026), posits that technological stimuli evoke cognitive and emotional states which, in turn, drive behavioural engagement. Here, the animation stimulus activated pupils’ curiosity and enjoyment (the organismic state), leading to higher self-reported motivation. Kreslavskaya (2024) reviewed the psychological and pedagogical potential of animation and concluded that it cultivates positive attitudes towards learning, especially in the early grades. dehroye, hafezian, and laal haghani (2024) reported that teachers observe improved analytical thinking and engagement when animations are integrated, which converges with the current findings.

It is important to note that motivation was measured by self-report, a method susceptible to social desirability bias among young children. The practical observation of pupils by teachers (not systematically analysed here) would triangulate this outcome in future studies.

4.3.4 Gender and School Type as Non-Significant Moderators

The absence of a significant interaction between treatment and gender suggests that multimedia animation benefited boys and girls equally. This finding supports the universal cognitive architecture assumption underlying CTML, which minimises the role of individual differences when design principles are upheld. While some studies (e.g., Ge, 2025) have hinted at differential attitudes towards technology, the present results align with a broader body of meta-analytic evidence showing no consistent gender-by-media interaction. Panna et al. (2026) similarly found no gender interaction in an Indonesian elementary school multimedia programme.

Likewise, the null interaction with school type indicates that within ICT-equipped schools, the type of governance did not alter the effectiveness of the intervention. This is encouraging for policymakers: if the technological infrastructure is present, animation can be equally potent in public and private settings. However, this does not speak to schools without functional electricity, projectors, or trained teachers. Caution is warranted when generalising to severely resource-constrained environments.

4.3.5 Accounting for Potential Threats and Null Outcomes

The non-significant interactions, while plausible, must be interpreted with power considerations. The sample size of 160, though adequate for detecting main effects, may have been insufficient for detecting small interaction effects, which often require larger samples (Ma et al., 2026). If there is any subtle gender or school-type moderation, a larger and more diverse sample might expose it. Moreover, the use of intact classes introduces the risk of clustering effects, which ANCOVA does not model explicitly. This could slightly inflate Type I error rates, although the large main effects would likely remain significant even under more conservative multilevel analysis.

An alternative explanation for the absence of interaction could lie in the fidelity of treatment delivery. The animation was standardised and delivered via the same devices across schools, reducing variability linked to teacher quality or resource fluctuation that might otherwise produce school-type differences.

4.3.6 Comparison with Existing Nigerian and International Evidence

The magnitude of the achievement effect observed here is comparable to or even larger than that reported in several international quasi-experiments. Hansen et al. (2026) observed moderate effects on recall; the present larger effect may be due to the sustained nature of the instructional programme (daily lessons over four weeks) rather than a single viewing. Azor and Okwo (2026) obtained a significant effect on history achievement, confirming that multimedia packages can work within Nigeria’s curriculum structure. The consensus across different content domains—history, health, science—strengthens confidence in the external validity of animation-based instruction.

Nevertheless, some cautionary evidence exists. Skulmowski and Xu (2021) argued that digital media can increase extraneous cognitive load when learners must split attention among multiple dynamic elements. The design of the animation used here carefully followed coherence and signalling principles, which likely mitigated that risk. Had the animation contained decorative elements or fast pacing, the results might have been different, a point also highlighted by Ma et al. (2026) in their meta-analysis of cueing interventions.

4.3.7 Implications for Nigerian Primary Education

The findings carry several practical implications. First, integrating developmentally appropriate multimedia animations into the Basic Science curriculum can raise learning outcomes and sustain them over time. The Nigerian Educational Research and Development Council (NERDC) could consider embedding animation modules within the official instructional materials. Second, teacher training programmes should include capacity building on how to facilitate technology-mediated lessons, because the teacher’s role remains critical for guiding and debriefing the animated content. Third, while the study was limited to ICT-equipped schools, it demonstrates what is possible when the digital divide is bridged, lending urgency to efforts by agencies such as the Universal Basic Education Commission (UBEC) to expand e-learning infrastructure in underserved areas.

4.3.8 Limitations of the Present Analysis

Several limitations must be acknowledged. The quasi-experimental design, while ecologically valid, does not eliminate all threats to internal validity. Although ANCOVA adjusted for pre-test differences, unmeasured variables (such as pupils’ prior exposure to digital media at home) could have been confounded with the treatment. The retention interval of two weeks, though common, may not capture long-term forgetting. A follow-up assessment after months would provide a truer picture. Motivation was measured solely by self-report; physiological or behavioural measures of engagement were not collected. Finally, the exclusive selection of ICT-equipped schools limits generalisability to the broader Nigerian context, where many primary schools lack electricity and digital devices.

4.3.9 Suggestions for Future Research

Future investigations should adopt fully randomised designs with larger clusters to strengthen causal attributions. Mixed-methods approaches that capture qualitative data, such as pupil interviews and classroom observations, would illuminate how and why animation influences learning processes. Research could systematically vary design features—interactivity, narrative, pacing—to isolate the active ingredients of effective animation. Longitudinal studies are needed to track achievement and retention over a full academic year. Expanding the geographical scope to include schools across Nigeria’s geopolitical zones would test whether the findings hold under different sociocultural and infrastructural conditions.

4.3.10 Summary of Discussion

The findings indicate that a CTML-informed multimedia animation package led to significant improvements in primary pupils' Basic Science achievement, retention, and motivation. These benefits were not moderated by gender or school type in the studied sample. The results align with international evidence and support the integration of animation in Nigerian classrooms, provided that infrastructure and teacher support are addressed. The theoretical frameworks of CTML, dual coding, and the S-O-R model offer a coherent account of why these effects occurred, as well as boundary conditions for future research.

References

Azor, R. O., & Okwo, F. A. (2026). Effect of digital multimedia instructional package on students’ achievement in history curriculum. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01164-y

Ge, Z. (2025). Application Analysis of Multimedia in Primary School Mathematics Education. Theoretical and Natural Science, 84(1), 110-116. https://doi.org/10.54254/2753-8818/2025.21210

Hansen, S., Høybye, M. T., Jensen, T. S., Rolving, N., Strøm, J., Vistisen, P., & Christiansen, D. H. (2026). The impact of animations to improve health-information recall in patients with lower back pain: a quasi-experimental study. BMC Public Health, 26(1), 1609. https://doi.org/10.1186/s12889-026-27135-4

Kreslavskaya, T. (2024). Psychological and Pedagogical Potential of Animation in the Education of Primary School Students: Analysis of Modern Approaches. Primary Education, 12(4), 26-31. https://doi.org/10.12737/1998-0728-2024-12-4-26-31

Ma, Y., Hu, X., Peng, Q., & Wang, L. (2026). Effects of cueing interventions on online learning outcomes: a meta-analytic review of 40 studies. Frontiers in Psychology, 17, 1717604. https://doi.org/10.3389/fpsyg.2026.1717604

Pan, X., & Zhong, M. (2026). Applying the Stimulus-Organism-Response framework for exploring use intention - a case study for a digital cultural and creative product, The Forbidden City 365 app. PLoS ONE, 21(3), e0343931. https://doi.org/10.1371/journal.pone.0343931

Panna, S. S., Anwar, A. I., Sugianto, I., Hamrun, N., Singgih, M. F., & Afandi, I. N. (2026). Effect of a Multimedia-Assisted Microteaching Program on Oral Health Knowledge, Behavior, and Oral Hygiene Status Among Indonesian Elementary School Children: A Mixed-Methods Study. Dentistry Journal, 14(2), 93. https://doi.org/10.3390/dj14020093

Skulmowski, A., & Xu, K. M. (2021). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7

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In the app

Word & PDF export

Export the full document in order; diagrams and charts can render into PDF where supported. You still match your department handbook — Roylithia gets you to a structured draft without copy-paste marathons.

Honest Pricing. Infinite Scalability.

Pick a plan that fits your thesis, seminar, or client volume. Connect to load the latest plans.

Competitors ask you to finish it.We do the work.

Competitors

They want you to do the research. You get generic prose stuffed with em dashes. No diagrams. No Humanize. Then you still format, cite, and finish the paper.

Roylithia

Research, verified citations, the writing, Humanize, and the diagrams. Higher quality. One workspace, then Word or PDF. You add your details. That is it.

Work completed for you

99%

Competitors

35%

Roylithia

Preliminary pages(name and department)

Competitors

Research, formatting, diagrams, humanizing

Work left for you

See plans

What students actually search

How to write Chapter Two, survive your supervisor, and cite in APA 7

Free guides for final-year projects and seminar papers. Start with the pages below.

2026-07-178 min readFinal Year Project

How to Write Chapter Two Literature Review for a Nigerian Final Year Project

How to search, organise, synthesise, and write Chapter Two of your FYP so a Nigerian supervisor can approve it on the first serious read.

final year projectchapter twoliterature reviewNigerian universities

2026-07-177 min readAcademic Landscape

Why Your Supervisor Keeps Rejecting Your Final Year Project

Why Nigerian supervisors send FYP drafts back — weak gaps, thin literature reviews, mismatched methods — and how to fix each before you resubmit.

supervisor feedbackfinal year projectproject rejectionNigerian universities

2026-07-178 min readFinal Year Project

APA 7 Citation Guide for Nigerian Universities

APA 7 in-text citations, reference lists, and common mistakes in Nigerian undergraduate final-year projects — with examples you can copy and check.

APA 7citationsreferencingfinal year project

2026-07-178 min readSeminar & Research

How to Write a Seminar Paper in Nigeria (Step by Step)

How Nigerian undergraduates choose a seminar topic, structure chapters, cite in APA, and submit work a supervisor will actually approve.

seminar paperundergraduate researchNigerian universitiesAPA 7

2026-07-178 min readFinal Year Project

How to Choose a Final Year Project Topic in Nigeria (Without Regretting It in Week Ten)

Practical steps to pick an FYP topic that fits your department, supervisor, timeline, and access to data in Nigerian universities.

final year projecttopic selectionundergraduate researchNigerian universities

For lecturers

Lecture notes and textbook chapters

How to keep notes usable for a heavy teaching load, then turn that work into a textbook chapter.

2026-07-177 min readLecture Notes

Nigerian Lecturer Workload: Why Lecture Notes Deserve Better Tools

How heavy teaching loads, large classes, and limited support staff make structured lecture notes essential for Nigerian lecturers.

lecture notesNigerian lecturersuniversity teachingcourse materials

2026-07-179 min readTextbook Writing

Writing Textbook Chapters in Nigeria: A Practical Guide for Lecturers

How Nigerian lecturers can plan, draft, and polish textbook chapters using lecture notes, clear structure, and Roylithia Scribe's textbook workspace.

textbook writingNigerian lecturersacademic publishingcourse materials

All project, seminar, notes, and textbook guides

FAQ

Questions people actually ask

Before you trust anything with a project, thesis, or lecture notes—the practical stuff, answered plainly.

Our story

Built from the student grind — not a boardroom deck.

Nsude Uchechukwu David (King David) · Founder

Roylithia Scribe started in the real pressure of deadlines, supervisors, and department expectations. Every feature exists because someone in that chair needed it to work when the clock would not slow down.

If you want the full journey — from Agbani nights to what we ship today — it is all on our About page.

Read the full story