IJLTEMAS International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS) IJLTEMAS 2278-2540 IJLTEMAS 239 10.51583/IJLTEMAS.2026.150800048 Management Effect of 3D Animated Science Narratives on Biology Concept Retention among Secondary Students in Zing, Taraba State, Nigeria. JACK, Gladys Uzezi Prof. Faculty of Education, Department of Science Education, Taraba State University, Jalingo Nigeria Julius TITUS, Faculty of Education, Department of Science Education, Taraba State University, Jalingo Nigeria 15 8 675 684 22 08 2026 27 08 2026 08 09 2026 Immersive 3D Animation Biology Retention Science Narratives Secondary Education Student Motivation Abstract

This study examined the effect of immersive, three-dimensional (3D) animated science narratives on the retention of complex biology concepts among Senior Secondary Two (SS 2) students in Zing Education Zone, Taraba State, Nigeria. A quasi-experimental pre-test/post-test control group design was adopted. A sample of 120 SS 2 biology students from four public secondary schools was selected through multi-stage purposive and random sampling and assigned to experimental (n = 60) and control (n = 60) groups. The experimental group received instruction through 3D animated science narratives while the control group received conventional chalk-and-talk instruction. Two instruments were used: the Biology Retention Achievement Test (BRAT; KR-20 = 0.81) and the Students’ Motivation towards Biology Instruction Questionnaire (SMBIQ; α = 0.78). Three hypotheses were tested at the 0.05 level using Analysis of Covariance (ANCOVA) and independent samples t-tests. Results showed that the experimental group achieved significantly higher retention scores than the control group, F(1, 117) = 47.31, p < .001, partial η² = .288. Gender was not a significant moderator of this advantage, t(58) = 1.61, p = .113. The experimental group also reported significantly higher motivation than the control group, t(118) = 10.36, p < .001. The study concluded that Immersive 3D animated science narrative instruction was significantly more effective than conventional chalk-and-talk instruction in promoting biology concept retention among SS 2 students in Zing Education Zone, Taraba State. This advantage held across gender and was accompanied by a substantial increase in student motivation towards biology learning. The study recommends integrating 3D animated science narratives into biology instruction, supported by investment in ICT infrastructure and teacher training.

 References Abubakar, M. S., & Suleiman, R. O. (2024). Three-dimensional animated instruction and undergraduate chemistry students’ retention of molecular orbital theory in Kano State universities. Journal of Science Education Research in Nigeria, 15(2), 44–63. https://doi.org/10.46654/jsern.2024.1502.003 Aliyu, H. M., & Bello, A. R. (2023). Digital technology access and its implications for science education delivery in Northern Nigerian secondary schools: A survey report. African Journal of Educational Technology, 11(1), 12–28. https://doi.org/10.4314/ajet.v11i1.2 Ayres, P., & Paas, F. (2021). Cognitive load theory: New directions and challenges. Applied Cognitive Psychology, 35(1), 1–4. https://doi.org/10.1002/acp.3824 Bamidele, E. F., Adebayo, J. O., & Yusuf, M. (2021). Gender perspectives in computer-assisted science instruction. African Journal of Educational Studies, 14(2), 110–125. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. Dahlstrom, M. F. (2021). Using narratives and storytelling to communicate science with non-expert audiences. Proceedings of the National Academy of Sciences, 118(15), e2020441118. https://doi.org/10.1073/pnas.2020441118 Federal Ministry of Education. (2022). National policy implementation framework for educational technology integration in Nigerian schools. Federal Ministry of Education Press. Green, M. C., & Jenkins, L. D. (2023). Narrative persuasion and science communication: How story-based approaches influence knowledge and attitudes. Journal of Communication, 73(2), 112–130. https://doi.org/10.1093/joc/jqad002 Hou, X., Wang, C., & Chen, L. (2023). Animated visualization in science education: A meta-analysis of experimental studies. Computers & Education, 194, 104704. https://doi.org/10.1016/j.compedu.2022.104704 Ibrahim, R., Mokhtar, M., & Yusoff, N. H. (2023). Segmented 3D animation and the retention of organic reaction mechanisms among secondary school chemistry learners. Asia-Pacific Science Education, 9(1), 88–107. https://doi.org/10.1163/23641177-bja10053 Jack, G. U. (2023a). Towards improving secondary school students’ retention in difficult chemistry concepts using computer simulations, problem solving and concept mapping in collaborative learning environments. International Journal of Innovative Social & Science Education Research, 11(3):20-35. Jack, G.U. (2023b). Effects of computer simulation, collaborative problem-solving and concept mapping on students’ cognitive achievement in chemistry Unizik Journal of Educational Research and Policy Studies, 16(1), 197-205. Jack, G. U. & Danladi, Y. V. (2020). Effect of Computer-Animation Instructional Strategy on Secondary School Students’ Academic Achievement and Retention in Chemical Bonding. Journal of Education Research and Development, 14 (1), 140-153, June, 2020. Jack, G. U. & Muhammad, S. B. (2025a). Comparative effectiveness of digital and problem-based learning on secondary school students’ achievement in chemistry. International Journal of Innovative and Social Science Education, 13(3):138-148. https://doi:10.5281/zenodo.16816186 Jack, G. U. & Muhammad, S. B. (2025b). Comparative effects of digital learning environment and problem-based learning on students’ metacognitive skills. Unizik Journal of Educational Research and Policy Studies, 20(1), 156-172. Jack, G. U. & Sheriff, P. (2020). Effect of computer assisted instruction on secondary school students’ achievement and retention in chemistry in Jalingo education zone, Taraba State, Nigeria. Journal of Education Research and Development, 14 (2), 50-63. Jack, G. U. & Shidawa, E. B. (2025a). Comparative effects of virtual and physical laboratory activities on secondary school students' achievement in chemistry Trends in Educational Studies Journal (TRESJ), 7(1), 1-13. Jack, G. U. & Shidawa, E. B. (2025b). Effect of virtual laboratory experiments on secondary school students' retention in chemistry in Jalingo Education Zone, Taraba State. Ilorin Journal of Education (IJE), 46(2), 215-227. Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355 Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. Negrete, A. (2022). Constructing science narratives: A theoretical framework for effective science communication through story. Science Communication, 44(3), 375–402. https://doi.org/10.1177/10755470221093052 Nwosu, C. E., & Eze, I. F. (2021). Effect of 3D animated instructional materials on secondary school students’ retention of cell division concepts in Enugu State, Nigeria. Journal of the Science Teachers Association of Nigeria, 56(1), 102–118. https://doi.org/10.36630/jstan_2021_5601_008 Ogundele, A. T., & Adeyemi, B. O. (2022). Retention of biological concepts and the role of 3D animation: Evidence from South-Western Nigerian secondary schools. Research in Science Education, 52(5), 1407–1426. https://doi.org/10.1007/s11165-021-10004-5 Osuafor, A. M., & Okeke, C. J. (2023). Digital technology integration in Nigerian science education. Journal of Science Education and Technology, 32(4), 512–525. Paivio, A. (2020). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). McGraw-Hill Education. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2022). Foundations of immersive learning in science education. Educational Psychologist, 57(1), 34–49. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 Scheiter, K. (2021). What we still don’t know about studying from visualizations: Towards establishing a meta-cognitive agenda. Educational Psychology Review, 33(3), 1387–1422. https://doi.org/10.1007/s10648-021-09584-8 Skulmowski, A., & Xu, K. M. (2022). 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/s10648-021-09624-3 Sun, K. T., Lin, Y. C., & Tsai, C. C. (2022). Spatial presence as a mediator of the effects of 3D animated chemistry instruction on retention and motivation. Computers in Human Behavior, 130, 107191. https://doi.org/10.1016/j.chb.2022.107191 Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years on. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. West African Examinations Council (WAEC). (2024). Chief examiner's report: Nigeria science subjects. WAEC Publishers.