The study examined the effect of animation teaching strategy on secondary school students’ achievement, retention and interest in climate change in Lokoja, Kogi State. Three objectives and three research questions were raised and answered, and three null hypotheses were tested. A non-randomized pre-test post-test quasi-experimental design was adopted for the study. The population covered all public Senior Secondary School, year three (SSS 3) science students in Lokoja, Kogi State. Two intact classes which are made up of one hundred and thirty (130) students were sampled. The instruments for data collection are Environmental Education Concept Achievement Test (EECAT), Environmental Education Concept Retention Test (EECRT) and Environmental Education Concept Interest Scale (EECAS) respectively. Statistical tools used include percentages, mean (x¯) and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to analyze the research hypotheses at a significance level 0.05 (5%). Findings of the study revealed that animation teaching was viable in upgrading students' achievement, retention and interest in climate change. The paper recommended among others that teachers should teach Environmental Education infused concepts with animations.
Animation, Climate change, Environmental Education, Achievement, Retention, and Interest
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