Effectiveness of CGI Animation as an Instructional Method on Students’ Performance in Biology at Secondary Level

Abstract

This study examined the efficacy of computer-generated imagery (CGI) animation as an instructional method on students' performance in biology at the secondary level in Gujranwala District, Pakistan. Furthermore, it examined its effect on attaining elevated and diminished degrees of cognition in biology. Due to the global educational landscape is shifting, replacing traditional lectures with innovative strategies that enhance learning and student engagement, especially in science education. The study employed a pre-test, post-test, control group experimental design. The study population comprised all girl science students from public schools in Gujranwala during the academic session 2024-2025. A test including 40 items was developed to evaluate students' overall achievements in biology, as well as their proficiency in higher and lower-order thinking skills within the subject. The study's findings indicated statistically significant differences at the 0.05 level. This indicated that students instructed with CGI animation exhibit superior performance in biology compared to those educated through traditional instructional methods. The findings indicate that CGI animation positively influenced students' performance in biology, particularly in attaining both higher and lower levels of cognitive processing in the subject. Extensive utilization of CGI animation in high school education is advised.