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Overcoming Students' Misconceptions in Science pp 283–306Cite as

Improving Understanding and Reducing Secondary School Students’ Misconceptions about Cell Division Using Animation-Based Instruction

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Abstract

The purpose of this study was to investigate the effects of animation-based instruction (AI) in improving understanding and reducing misconceptions about “meiosis” among secondary school students. For this purpose, 35 Form 4 students (equivalent to grade 10) from one secondary school participated in the study. Biology is a compulsory subject for this group of students, and meiosis is one of the important topics included in the biology syllabus. At the time of the research, the lessons on meiosis were taught using AI. Using a one-group pre-test–post-test design, the Meiosis Concept Test (MCT) was administered before and after the treatment. After the treatment, the general achievement in the MCT increased. An analysis of the achievement test has suggested that students have misconceptions about meiosis. The results of the pre-test and post-test showed that the AI is an effective tool to improve understanding and reducing misconceptions about meiosis.

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Authors and Affiliations

  1. Kuala Ketil Secondary School, Kuala Ketil, Kedah, Malaysia

    Ilavarasi Kalimuthu

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  1. Ilavarasi Kalimuthu
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Correspondence to Ilavarasi Kalimuthu .

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Editors and Affiliations

  1. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

    Mageswary Karpudewan

  2. School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

    Ahmad Nurulazam Md Zain

  3. Science and Mathematics Education Centre (SMEC), Curtin University, Perth, Western Australia, Australia

    A.L. Chandrasegaran

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Kalimuthu, I. (2017). Improving Understanding and Reducing Secondary School Students’ Misconceptions about Cell Division Using Animation-Based Instruction. In: Karpudewan, M., Md Zain, A., Chandrasegaran, A. (eds) Overcoming Students' Misconceptions in Science. Springer, Singapore. https://doi.org/10.1007/978-981-10-3437-4_15

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  • DOI: https://doi.org/10.1007/978-981-10-3437-4_15

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  • Online ISBN: 978-981-10-3437-4

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