Animation-Based Instruction to Eliminate the Misconception of Students in Learning Biology: An Action Research

Authors

  • Sonam Dorji Ministry of Education and Skills Development
  • Sonam Wangchuk, Ministry of Education and Skills Development
  • Jigme Tshewang Ministry of Education and Skills Development
  • Kezang Jamtsho Ministry of Education and Skills Development

DOI:

https://doi.org/10.17102/eip.11.2025.04

Keywords:

Animation-Based Instruction, academic performance, meiosis, misconception

Abstract

Animation-Based Instruction is one of the innovative teaching approaches incorporated in the classroom using animated videos as a visual aid to assist learning and improve academic achievement. This study, conducted in 2022, investigated the effectiveness of Animation-Based Instruction in Biology for improving students’ academic achievement and eliminating misconceptions, particularly in abstract topics such as meiosis. A sample of 35 students from Class 10 of Tang Central School was randomly selected for the study. The research employed a mixed-methods approach, utilising a One-group Pretest–Posttest research design, 5-point Likert scale survey questionnaires for quantitative data, and semi-structured interviews for qualitative data collection. A dependent sample t-test at the 95% confidence level revealed a significant difference between pre-test (M = 5.2, SD = 2.2) and post-test scores (M = 7.9, SD = 1.8), with a mean increase of 2.7 (p = 0.001). Analysis showed a 70% improvement in conceptual understanding, with misconceptions reduced from 52% to a minimal level. Subscale analyses indicated significant gains in the general concept of meiosis (p = 0.006), chromosome number (p = 0.001), and stages of meiosis (p = 0.003). Post-intervention drawing analysis revealed 55% of students produced comprehensive representational drawings, compared to 95% producing non-representational drawings before intervention. Students’ perception ratings were consistently high (overall M ≥ 3.77), with the highest rating for the ability to pause and replay videos (M = 4.59). The study revealed that Animation-Based Instruction is an effective teaching-learning approach to enhance students’ academic achievement in Biology and reduce misconceptions. The study recommends that teachers adopt Animation-Based Instruction to improve academic performance, foster lifelong learning, and promote a meaningful teaching-learning process.

Author Biographies

Sonam Dorji, Ministry of Education and Skills Development

Teacher at Jakar Higher Secondary School, MoESD

Sonam Wangchuk,, Ministry of Education and Skills Development

Teacher at Tang Central School, Bumthang, MoESD

Jigme Tshewang, Ministry of Education and Skills Development

Teacher at Changzamtog Middle Secondary School, Thimphu, MoESD

Kezang Jamtsho, Ministry of Education and Skills Development

Teacher at Tang Central School, Bumthang, MoESD

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Published

2025-09-30

How to Cite

Sonam Dorji, Sonam Wangchuk, Jigme Tshewang, & Kezang Jamtsho. (2025). Animation-Based Instruction to Eliminate the Misconception of Students in Learning Biology: An Action Research. Educational Innovation and Practice, 11(1), 53–71. https://doi.org/10.17102/eip.11.2025.04