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EFFECT OF CARTOONS ON PUPILS’ INTEREST AND ACHIEVEMENT IN
ENVIRONMENTAL EDUCATION
ABSTRACT
This study investigated the effect of cartoons on pupils’
interest and achievement in
environmental education (EE) in Basic Science and
Technology. The specific purposes of the
study are to determine the mean achievement scores of
primary school pupils taught EE by
conventional method and by using cartoons; find out the mean
interest scores of pupils
taught EE by conventional method and by cartoon method;
determine the effect of gender
on the mean achievement scores of pupils taught EE by
conventional method and by
using cartoons. Find out the effect of location on the mean
achievement scores of pupils
taught EE by conventional method and by using cartoons;
determine the mean interest
scores of rural and urban pupils taught EE by conventional
method and by using
cartoons; determine the mean interest scores of male and
female pupils taught EE by
conventional method and by use of cartoons; The design of
the study was quasiexperimental
non-randomized pretest-posttest control group. The sample
consisted of one
hundred and fifty seven (157) primary three (3) pupils in four
public primary schools in
Enugu South Local Education Authority in Enugu Education
Zone. The instruments used
for the study were a researcher developed achievement test,
Environmental Education
Achievement Test (EEAT) and interest scale, Basic Science
Interest Scale (BSIS) which
were validated by five (5) experts. The reliability method
used for determining the
reliability was Kudrar Richardson (K-R21) formular. Mean,
standard deviation and
analysis of covariance (ANCOVA) were used for data analysis.
Major findings of the
study showed that using cartoons as instructional materials
greatly enhanced achievement
and interest in environmental education. Those pupils
exposed to the use of cartoons
performed significantly better than those exposed to
conventional method of teaching.
Gender and location had no significant effect on the mean
scores of primary three pupils
exposed to cartoons. Urban pupils performed better than
rural pupils. Urban and rural
pupils taught with cartoons showed more interest than pupils
taught with the conventional
method. Based on the findings, conclusions were drawn and
the educational implications
were extensively discussed. Major recommendations from the
study were that Federal
and State Ministries of Education should make available
quality cartoon books to primary
schools both in the rural and urban areas, and teachers
should be encouraged to adopt and
use them, since the use of cartoons has been proven to
enhance interest and achievement
in environmental education.
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