Abstract
This study examined the effectiveness of animation-based instruction in improving students’ achievement in poetry among secondary school students in Benin Metropolis, Nigeria. It also explored gender-related differences in achievement within the animation group. A quasi-experimental pretest–posttest design was employed. The sample comprised 400 Senior Secondary II students drawn from selected schools. Data were collected using a validated Poetry Achievement Test (PAT), and analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The findings revealed that students exposed to animation-based instruction performed significantly better than those taught through conventional classroom methods. In addition, a statistically significant difference was observed between male and female students within the animation group, with female students demonstrating higher achievement scores. The study concludes that animation-based instruction enhances students’ understanding of poetry and recommends its integration into literature teaching. The findings further suggest that learner characteristics, particularly gender, should be considered in instructional planning.
Keywords: Animation-Based Instruction, Poetry Achievement, Multimedia Learning, Gender Differences, Secondary Education