Abstract:
Junior high schools in Akatsi South Municipality served as the place for this present study. The purpose of this study was to find out how teachers develop and use animation to promote child-centred learning in teaching RME so as to make learning abstract concepts meaningful. Six research questions were raised to guide the study. I used a case study design for the study. The sample consisted of 10 RME teachers and 50 learners. Census and Purposive sampling techniques were used in selecting the respondents. Data were collected using document analysis, observation, interview and focus group discussions. The data were analysed using the thematic approach. The study revealed that the teachers design and or download animation videos to teach RME. Furthermore, use of animation to teach RME is polymethodical that promote child-centred education. Also, the use of animation to teach RME conforms to some of the sub-divisions of the three domains of the National Teachers’ Standards (NTS). In addition, animation attracts learners’ attention, promotes easy understanding of concepts, enhances teacher/learner communication and stimulates enjoyment. Challenges such as lack of equipment in schools and lack of electricity confront the designing and use of animation. The study concludes that animation is a multi-sensory tool that aids understanding of abstract concepts. I recommended that the teacher education institutions should incorporate training in animation in their curricular so that pre-service teachers can acquire the skills before they complete college. Furthermore, government should supply computers, projectors and electricity to schools to promote the use of animation in teaching.
