EFFECTS OF POWER POINT ANIMATION INSTRUCTION ON ACADEMIC PERFORMANCE, INTEREST AND RETENTION OF OFFICE TECHNOLOGY AND MANAGEMENT STUDENTS IN WEBPAGE DESIGN IN POLYTECHNICS
Keywords:
Power point Animation, Interest, Retention, Webpage design, PerformanceAbstract
The study investigated the effects of a PowerPoint animation instructional package on the academic performance, interest, and retention of Office Technology and Management students in webpage design in polytechnics. Four specific objectives guided the study. The quasi-experimental research design was employed based on a pre-test and post-test control group. The population of this study was made up of sixty-five (65) NDII students of Office Technology and Management in Federal Polytechnic Daura. The entire population was purposely selected to make an intact class and manageable size for the experiment. The instruments used for the study were a Pre-diagnostic Achievement Test (PAT) which served as a pre-test and comprised ten objective questions to answer, while the Webpage Design Achievement Test (WDEAT) served as a post-test and contained essay and objective questions to answer. The instruments were validated by three experts, and all their corrections were incorporated into the final copy, which made them valid for collecting data for this research. In order to ensure the reliability of the instruments, a pilot testing was conducted. The researcher administered twenty (20) copies of the questionnaire to NDII students of Hassan Usman Katsina Polytechnic Katsina using the test-retest method. The data collected from the pilot testing was subjected to a reliability test. The reliability of the instrument was determined using the Spearman Rank Correlation Coefficient. The reliability coefficient calculated was 0.81. The reliability coefficient was positive, and hence, the instrument was considered reliable and stable for the study. It was concluded that compared with traditional or static methods, the use of a PowerPoint animation instructional package in teaching Webpage Design to Office Technology and Management students in polytechnics has positive effects on academic performance, student interest, and retention, provided the animations are well-designed and aligned with instructional goals. It was recommended, among other things, that the Polytechnics should integrate PowerPoint animation instructional packages into the regular teaching of Webpage Design for Office Technology and Management students in order to enhance academic performance. Research has consistently shown that animated multimedia instruction improves learners’ understanding and achievement by presenting abstract and procedural concepts more clearly than conventional lecture methods.
References
Adamu, A. (2023). Determinants of attitude and self-efficacy among Office Technology and Management students in Northern Nigeria. International Journal of Management, Social Sciences, Peace and Conflict Studies (IJMSSPCS), 6(2), 253-266.
Adeyemi, M. B., & Hassan, R. J. (2021). Multimedia-based instruction and performance of vocational students in Nigeria. International Journal of Educational Technology and Learning, 11(3), 55–67.
Adonu, C. J., Nwagbo, C. R., Ugwuanyi, C. S., & Okeke, I. O. (2021). Improving students' achievement and retention in biology using flipped classroom and PowerPoint instructional approaches. International Journal of Psychosocial Rehabilitation, 25(2), 234-247.
Afolabi, T. O., & Okeke, V. C. (2023). Effect of multimedia-aided instruction on students’ achievement and motivation in ICT courses in Nigerian polytechnics. Journal of Educational Multimedia and Technology, 17(2), 45–56.
Alqarni, A. M., et al. (2024). Effectiveness of animation as a learning tool in higher education. BMC Medical Education.
https:/
Alzahrani, F. M. (2025). Effectiveness of animation as a learning tool in applied medical sciences education: A comparative cross-sectional study among university students. Pakistan Journal of Medical Sciences. https://pubmed.ncbi.nlm.nih.gov/40290251/ (PubMed)
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2023). Emergency remote and technology-enhanced teaching in higher education: Student engagement and learning outcomes. International Journal of Educational Technology in Higher Education, 20(1), 1–23. https://doi.org/10.1186/s41239-023-00360-3
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Pearson.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Empirical investigation of website design dimensions (visual, informational, navigation): summary research article by Hsieh et al. (2022) (davidpublisher.com)
Ibrahim, S. (2019). Effect of multimedia instruction on academic achievement. Journal of Science, Technology and Mathematics Education. https://journals.unizik.edu.ng/jstme/article/download/5891/4890/13343 (journals.unizik.edu.ng)
Interaction Design Foundation definition of web design: https://www.interaction-design.org/literature/topics/web-design (interaction-design.org)
Jude, O. (2022). Effect of computer animation on students' academic achievement and retention in Basic Science and Technology. International Journal of Science and Education (IJ-SED), 4(1), 12-25.
Khualid, K., & Rohmah, S. N. (2025). Effectiveness of interactive animation media in improving conceptual understanding in physics education. Journal of Science and Mathematics Education. https://ejournal.publine.or.id/index.php/josme/article/view/242 (ejournal.publine.or.id)
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
https://www.cambridge.org/core/books/multimedia-learning
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Mousavi, S. Y., Low, R., & Sweller, J. (2016). Does animation enhance learning? A meta‐analysis. Computers & Education, 101, 150–167. https://doi.org/10.1016/j.compedu.2016.06.005 (ScienceDirect)
National Board for Technical Education (NBTE). (2024). Curriculum and course specifications for Office Technology and Management (HND). Kaduna: NBTE Press.
Ogunleye, A. J., & Babajide, V. F. T. (2021). Enhancing high school students’ interest and performance in ICT lessons through PowerPoint presentations. Biores Scientia, 3(1), 22–31.
Okute, A. L., et al. (2022). Digital competencies and the sustainable global economy: Implications for OTM graduates. Journal of Vocational and Technical Educators of Nigeria (JAVTEN), 29(1), 305-315.
Oloruntoba, A. J., Adebisi, K. A., & Abisoye, F. A. (2022). Comparative effects of PowerPoint animation and conventional teaching on students’ creativity in web design. African Journal of Vocational Education Research, 9(1), 102–115.
Rashid, N., Khanum, N., & Khan, F. R. (2024). The effect of animation as a teaching tool on students’ learning: An experimental study. Media Literacy and Academic Research, 7(1), 129–140.https://www.researchgate.net/publication/381376172_The_Effect_of_Animation_as_a_Teaching_Tool_on_Students%27_Learning_-an_Experimental_Study (ResearchGate)
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2022). Computers in education: A meta-review of student engagement and learning retention. Computers & Education, 181, 104451. https://doi.org/10.1016/j.compedu.2022.104451
UBC Wiki on webpage design basics: https://wiki.ubc.ca/Web_design_and_HTML_authoring (wiki.ubc.ca)
Ugwuanyi, C. S., Okeke, C. I. O., Nnamani, P. A., Obochi, E. C., & Obasi, C. C. (2020). Relative effect of animated and non-animated PowerPoint presentations on physics students’ achievement. Cypriot Journal of Educational Sciences, 15(2), 282–291. https://doi.org/10.18844/cjes.v15i2.4647
Umoru, T. A. (2023). Effects of PowerPoint presentation on academic performance of Office Technology and Management students in webpage design. Nigerian Journal of Business Education (NIGJBED), 10(1), 142-155.
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van der Spek, E. D. (2014). A meta-analysis of the cognitive and motivational effects of serious games. Computers & Education, 59(2), 249–265.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
