1

Chapter I

Background of the study

Animation is a type of art that makes characters and objects come to life

through movement. It combines creativity, technology, and storytelling. Artists use

techniques based on the 12 principles of animation to make animations look

believable and visually appealing. However, Grade 12 students studying animation

at Angelo L. Loyola Senior High School may have difficulties applying these

principles. These challenges prevent them from effectively sharing their ideas and

showcasing their talents. To understand and support these students, it’s important

to analyze their specific needs. This study aims to analyze and understand the

needs of Grade 12 students at Angelo L. Loyola Senior High School when it comes

to applying the 12 principles of animation. By doing this, teachers can develop

strategies and resources to improve the students’ learning and animation skills.

The study will examine the difficulties faced by Grade 12 students at Angelo L.

Loyola Senior High School. It will look at the problems they encounter in applying

the 12 principles of animation and identify the factors contributing to these

challenges. The findings will help develop effective ways to help students

understand and apply the 12 principles of animation.

In analyzing the difficulties and challenges faced by Grade 12 ICT

(Information Communication Technology) students when applying the 12 principles

of animation, the goal is to understand how these principles apply to modern

animation. According to Thomas P. Thesen (2020), the animation industry has

become more complex and diverse, requiring adjustments to the principles to

include a wider range of animation techniques beyond traditional hand-drawn

animation. While the 12 principles of animation are simple and logical, they don’t

fully apply to hand-drawn digital animation, stop-motion animation, or

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experimental or digitally animated media. The article suggests the need to adapt

and update the principles to accommodate digital animation, stop-motion

animation, and other experimental or digitally animated media. By exploring

additions, variations, and reorganization of the principles, the article aims to

provide a more comprehensive framework that aligns with the changing nature of

animation.

In conclusion, this study is important for understanding the difficulties and

challenges Grade 12 students at Angelo L. Loyola Senior High School face when

applying the 12 principles of animation. By analyzing these challenges, we can

improve how these principles are taught and learned. Teachers can create

customized interventions and teaching methods that directly address the specific

difficulties students encounter. This study will contribute to the improvement of

animation education by providing useful information about the areas where

students struggle the most. Ultimately, it will lead to better learning outcomes and

the growth of talented animators.

Statement of the Problem

This study aims to analyze the difficulties and challenges faced by Grade 12

student at Angelo L. Loyola Senior High School, in applying the 12 principles of

animation.

Specifically, this seeks to ensure the following questions.

1. What is the profile of the respondents of Grade 12 students at Angelo L.

Loyola Senior High School?

2. What is the level of difficulties in applying twelve principle of animation by

Grade 12 students at Angelo L. Loyola Senior High School?

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3. What additional instructional strategies or supports might help students

overcome difficulties and better understand the principles of animation?

4. What are the levels of difficulty in applying the 12 principles of animation in

male and female of Grade 12 students at Angelo L. Loyola Senior High

School?

Scope and limitations

This study focuses on Grade 12 students at Angelo L. Loyola Senior High

School, specifically addressing the challenges they faced in applying the 12

principles of animation. Other issues that are not necessarily related to this

research paper will not be covered by this study.

The study solely focuses on difficulties faced by Grade 12 students at Angelo

L. Loyola Senior High School and does not encompass other aspects of animation

skills.

Theoretical framework

The theoretical framework proposed by Rafael Lawrenze Legaspi (2019)

suggests that the application of the 12 Basic Principles of animation can contribute

to the learning process of students by enhancing their skills and techniques. These

principles, which include concepts such as squash and stretch, anticipation,

staging, and timing, are fundamental guidelines in the field of animation.

According to Rafael lawrenze (2019), when students implement these

principles in their animation work, it leads to improvements in drawing techniques.

The principles help students understand and apply the fundamental concepts of

movement, weight, and realism in their animations. As a result, the objects and
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characters they create become more lifelike and believable. By following these

principles, students can acquire new techniques, refine their skills, and develop a

deeper understanding of the art of animation. By incorporating these principles

into their animation projects, students can enhance their abilities, create more

engaging animations, and ultimately achieve a higher level of proficiency in the art

form.

This study is supported by theories to help the researchers to make research

findings. According to Prof. Richard Taylor (2020), learning Information and

communication technology has a relevant impact to our society. In line with this, it

makes it important to uncover difficulties experienced by ICT students in

animation. Based on College of Arts and Technology, ICT animation involves Digital

and traditional drawing, graphic design, multimedia arts and storyboarding. After

finishing this, students will receive their NC II certificates. According on an

Educational Psychology Review, learning animation has its own difficulties and

benefits. It may be hard for other students but it is highly beneficial. It states that

animation promote learners understanding when used in ways that are consistent

with the cognitive theory of multimedia learning.

Drawing on cognitive theory (Mayer 1999) and John Dewey’s pragmatist

conception of learning as a social activity (Dewey 1916; Kivinen, Piiroinen, and

Saikkonen 2016), this study provides novel evidence of the multifaceted

pedagogical benefits of animated instructional videos and their impacts on student

learning.

This Cognitive Theory of Animation Evolution investigates the transformative

period in animation history between the late 1920s and late 1930s, focusing on the

Walt Disney Studio’s pursuit of improving the level of animation and character

portrayal. Drawing upon John Lasseter’s observations, this study employs the
5

Cognitive Theory of Animation Evolution to analyze the limitations faced by

animators during that era. It explores the necessity for a new drawing approach to

enhance animation quality and address the challenges of animating humanized

figures and lifelike animals. The research examines the gradual development of

fundamental principles in traditional animation as a result of the animators’

continuous search for improved communication and refined techniques.

Conceptual framework

12 principles of Difficulties and

animation challenges in applying 12
principle of animation
(Independent variable)
( Dependent variable)

Understanding of 12 principles
(Mediator Variable)

Significant of the study

This study aims to analyze the challenges faced by Grade 12 students in

applying the 12 principles of animation. Analyzing the difficulties will help improve

teaching methods and better support students in learning essential animation

skills.

The result of the study will benefited to the following:

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Department of Education (DepEd): The study could potentially help DepEd

improve animation education by addressing the difficulties faced by Grade 12

animation students in applying the 12 principles of animation.

Angelo Levardo Loyola Senior High School (ALLSHS): The study’s findings may

inform curriculum development and support for animation education at the school,

potentially enhancing the learning experience of animation students.

Animation Teachers: The study could assist animation teachers in identifying and

addressing the challenges students face in applying the 12 principles of animation,

potentially leading to improved teaching methods and student outcomes.

Grade 12 Students: The study may provide valuable insights for Grade

12students, helping them understand and potentially improve their animation

skills.

Future Animation Students: The study’s results could guide future animation

students in anticipating and potentially overcoming challenges in their animation

education.
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Chapter II

Review of Related Literature

The 12 Principles of Animation are important rules that help create

captivating and lifelike animated sequences. These principles were created by

Disney animators Ollie Johnston and Frank Thomas and have become a

cornerstone of animation education. They provide a framework for bringing

characters and objects to life through movement and storytelling. This study

focuses on the challenges faced by Grade 12 student at Angelo L. Loyola Senior

High School, as they apply these principles. It examines the difficulties encountered

and strategies that can be used to overcome them in their animation.

According to Rafael Lawrenze Legaspi (2019), the 12 Basic Principles of

Animation are fundamental guidelines for learning animation. These principles

offer valuable support in problem-solving. However, with the rapid advancements

in technology and the prevalence of digital devices and interfaces, teaching

animation has become more challenging than ever before. Legaspi’s study focuses

on the use of 2D animation to assess learners’ perception of drawing skills and

techniques. On the other hand, Lesley University (2022) credits Ollie Johnston and

Frank Thomas (1981), Disney animators, for introducing the 12 principles of

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animation in their book “The Illusion of Life: Disney Animation.” These principles,

developed by Disney animators since the 1930s, aimed to create realistic

animations by adhering to the laws of physics. Animation has evolved over the

years, but the foundational principles remain applicable across various mediums,

from films to web design. Following these principles enables animators to bring

their creations to life, similar to Disney’s iconic characters.

Challenges in animation are addressed in a study conducted by Noble

Desktop (2018). The technical skills and techniques required to handle the intricate

elements of animated images pose the greatest difficulty for learners. Achieving a

realistic and believable animation demands meticulous attention to detail. While

animating a simple bouncing ball may be relatively easy, animating complex

elements like realistic hair requires extensive practice and a keen eye for detail.

There are two contrasting approaches to animation: straight ahead action

and pose to pose. According to Stacia Misner Varga (2020) that straight ahead

action involves animating frame by frame, creating each pose in sequence. This

approach allows for quick and dynamic action, making the animation fluid. On the

other hand, pose to pose animation employs a more methodical approach, using

only essential poses to convey the story. It ensures correct proportions and timing

before adding additional intervals. This technique is particularly effective for slow,

dramatic, or emotional scenes.

According to Tammy Coron (2023) the squash and stretch principle

considered the most crucial of the 12 principles of animation. It adds a sense of

gravity, weight, mass, and flexibility to animated characters and objects. When

applying squash and stretch, maintaining consistent volume is essential.

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Stretching an object should make it thinner, while squashing it should make it

wider.

In conclusion, the 12 Basic Principles of Animation serve as fundamental

guidelines for learning animation and remain relevant in various animation scenes.

Teaching animation has become more challenging due to technological

advancements, but the principles are still vital. Animation challenges include

mastering technical skills and techniques and paying attention to detail. Straight

ahead action and pose to pose are examples of animation principles, each suitable

for different types of scenes. The principle of squash and stretch is considered

essential for adding realism and flexibility to animated characters and objects.
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Chapter III

Methodology

Research Design

A descriptive research design will be employed to collect and analyze data

from a sample of students using likert scale. This study aims to identify and

describe the specific difficulties and challenges encountered by Grade 12 students

at Angelo Levardo Loyola Senior High School when applying the 12 Principles of

Animation.

Population and Sampling

For this research, the researchers will select one hundred twenty-nine (129)

students as respondents from an overall population of 191 grade 12 students

enrolled in Information and Communication Technology (ICT) courses focused on

Principle of animation at Angelo L. Loyola Senior High School during the 2023-

2024 academic year.

The simple random technique is utilized in addressing difficulties within the

principle of animation to ensure an unbiased and representative sampling of

challenges. By employing this technique, researchers randomly select difficulties

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from the entire population of animation challenges, thereby minimizing potential

biases and ensuring equal opportunity for each difficulty to be included in the

analysis. This approach enables a fair and accurate representation of the

challenges encountered in the principle of animation.

Instruments

The researcher will employ a Likert scale survey to gather data pertaining to

the difficulties encountered in the principle of animation and the corresponding

learning strategies. This survey instrument will comprise a set of statements or

items specifically designed to address the challenges experienced in animation and

the approaches implemented to address or overcome them.

Statistical treatment

Descriptive statistics, including the weighted mean, are employed to provide

an explanation for difficulties encountered in the principle of animation,

particularly in relation to overall scores, assisting researchers in quantitatively

assessing and summarizing the challenges faced, enabling comparison of different

principle of animations, identifying specific areas of difficulties and challenges, and

guiding researchers towards potential solutions or improvements in the animation

process.

In order to find answers to the specific research questions, the following

statistical tools will be use for the data analysis and interpretation.

1. Weighted Mean- The weighted mean is used to analyze difficulties and

learning strategies in the principle of animation by considering the

importance or significance of each aspect.

The Formula of Weighted Mean

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W= ∑wx/∑w
Where: Σ = Summation

W = weighted average or mean

n = number of terms to be averaged

w_{i} = weights applied to x values

X_{i} = data values to be averaged

CHAPTER IV

Result And Discussion

The study titled "Analyzing the Difficulties and Challenges Faced by Grade

12 Students of Angelo L. Loyola Senior High School in Applying The 12 Principles of

Animation" aimed to investigate the challenges encountered by grade 12 students

in applying the principles of animation. Descriptive statistics, including the

weighted mean, were utilized to analyze the data and provide an explanation for the

difficulties encountered. The study focused on overall scores, allowing for a

quantitative assessment and summary of the challenges faced. By comparing

different principles of animation, specific areas of difficulty were identified,

providing valuable insights for potential solutions or improvements in the

animation process. The study involved 129 respondents selected from a total

population of 191 grade 12 students at Angelo L. Loyola Senior High School.

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Question 1: What is the profile of the Grade 12 student respondents at Angelo L.

Loyola Senior High School?

Figure 1: Age of Grade 12 Students

Figure 1.1: Gender of Grade 12 Students

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Figure 1.3: Sections of Grade 12 Students

The student respondents from Angelo L. Loyola Senior High School who are

in Grade 12 include both males and females aged 16 to 22 years old. They come

from different sections - specifically Lopez, Ramos, Villar and Gozon. All of the

respondents are in their final year of high school at Angelo L. Loyola Senior High

School. They represent the overall population of Grade 12 students across various

sections in the school. The profile provides basic demographic details to

understand who participated in the research study being conducted among Grade

12 students at Angelo L. Loyola Senior High School.

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Question 2: What is the level of difficulties in applying twelve principles of

animation by Grade 12 students at Angelo L. Loyola Senior High School?

Figure 2: Level of Difficulties of Grade 12 Students

The percentages provided indicate the levels of difficulty associated with

applying the twelve principles of animation. Among them, "Straight Ahead Action

And Pose to Pose" and "Overlapping Action" stand out as the most challenging, with

a difficulty level of 11.1% each. Conversely, principles such as "Squash and

Stretch," "Anticipation," "Staging," "Follow Through," "Slow In and Slow Out,"

"Arcs," "Secondary Action," "Timing," "Exaggeration," and "Appeal" present a lower

difficulty level of 7.4% each.

Table 2: Level of Difficulties in Applying Twelve Principles of Animation

12 Principles of Weighted Mean Verbal Rank

Animation Interpretation
Squash and 2.62 Moderately 3
Stretch Challenging
Anticipation 2.14 Slightly 2
Challenging
Staging 2.94 Moderately 3
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Challenging
Straight Ahead 3.14 Moderately 3
Action and Pose to Challenging
Pose
Follow Through 2.99 Moderately 3
Challenging
Slow In and Slow 2.86 Moderately 3
Out Challenging
Arcs 2.96 Moderately 3
Challenging
Secondary Action 2.97 Moderately 3
Challenging
Timing 2.80 Moderately 3
Challenging
Exaggeration 2.89 Moderately 3
Challenging
Overlapping 3.27 Moderately 3
Action Challenging
Appeal 3.42 Very Challenging 4

The table presents the levels of difficulty faced by Grade 12 students at Angelo L.

Loyola Senior High School in applying the twelve principles of animation. According

to the weighted means, the principle that was found to be very challenging was

"Appeal," which scored 3.42. The majority of the other principles were rated as

moderately challenging, with weighted means ranging from 2.62 to 3.27. Principles

such as "Squash and Stretch," "Staging," "Follow Through," and "Overlapping

Action" fell within this range, indicating that students experience moderate

difficulty incorporating these techniques. The only exception was "Anticipation,"

which was deemed slightly challenging with a lower weighted mean of 2.14. In

summary, the data reveals that while most principles pose a moderate level of

challenge, the Grade 12 students face the greatest hurdle in mastering how to
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make animated works truly appealing, based on their skills and experience at this

stage.

Question 3: What additional instructional strategies or supports might help

students overcome difficulties and gain a better understanding of the principles of

animation?

Figure 3: Additional Instructional Strategies

The pie chart represents different aspects of a teaching or learning approach.

Each category is represented by a percentage, and they are as follows: 20% is

dedicated to offering personalized feedback and guidance to students. Similarly,

20% is dedicated to integrating real-life examples and case studies into the

curriculum. Another 20% is dedicated to providing hands-on practice and practical

exercises. Finally, the last 20% is dedicated to interactive multimedia.

Table 3: The teaching/learning strategies or additional support resources

Weighted Verbal Rank

mean interpretation
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1. The use of 3.35 Neutral 3

interactive
multimedia
resources would
enhance students’
understanding of
animation principles
2. Providing hands-on 3.54 Agree 4
practice and
practical exercises
would be beneficial
for students to grasp
the principles of
animation.
3. Collaborative 3.31 Neutral 3
projects and group
work would help
students overcome
difficulties and
improve their
understanding of
animation concepts.
4. Offering personalized 3.39 Neutral 3
feedback and
guidance to students
based on their
individual strengths
and weaknesses.
5. Integrating real-life 3.74 Agree 4
examples and case
studies. Into the
curriculum would
facilitate students
comprehension of
animation principles.

Table 3 presents several options ranked based on their weighted mean scores. One

strategy that could be effective is the use of interactive multimedia resources,

which received a neutral rating with a weighted mean score of 3.35. Another

beneficial approach is to provide hands-on practice and practical exercises, which

received an agree rating with a weighted mean score of 3.54. Collaborative projects

and group work, ranked with a neutral score of 3.31, can also be helpful. Another
19

strategy, offering personalized feedback and guidance based on individual

strengths and weaknesses, received a neutral score of 3.39 and can address the

specific needs of each student. Finally, integrating real-life examples and case

studies into the curriculum received an agree rating with a weighted mean score of

3.74.

Question 4: Is there significant difference in the profile of respondents in the level

of difficulties face by Grade 12 Angelo L. Loyola Senior High School Students?

Figure 4: Gender Differences

The data shows that among female respondents, there was an average mean score

of 3.12 for the category of "Overlapping Action." On the other hand, male

respondents had an average mean score of 5 for the category of "Appeal," with a

slightly higher mean score of 3.74 overall. These findings suggest that there may be

some variation in the experiences and challenges faced by male and female Grade

12 students at Angelo L. Loyola Senior High School.

Table 4: Levels of Difficulty in Applying the 12 Principles of Animation among Male

and Female.
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Gender Principle of Weighted Verbal Rank

Animation Mean Interpretation

Male Appeal 3.16 Moderately 3

Challenging

Female Overlapping 3.71 Very 4

Action Challenging

The data presented in Table 4 indicates that among the male respondents, the

principle of animation was rated as moderately challenging, with a weighted mean

of 3.16. On the other hand, the female respondents reported overlapping action as

very challenging, with a weighted mean of 3.71. The male respondents ranked the

appeal as the third most challenging, while the female respondents ranked

overlapping action as the fourth most challenging. These findings highlight the

importance of considering gender differences in addressing the difficulties faced by

Grade 12 students, particularly in the context of animation principles.

The study sought to understand the profile of Grade 12 student

respondents, determine their level of difficulty in applying principles of animation,

and identify additional supports needed. It was found that respondents were males

and females aged 16-22 years from different sections. In terms of difficulties, most

students experienced challenges with principles like slow-in and slow-out, arcs,

and anticipation. Additional instructional strategies suggested included more

practical demonstrations and hands-on projects to help grasp abstract concepts.

Statistical analysis revealed that gender and section had little influence on

difficulties faced. While both males and females across sections experienced issues

to some degree with certain principles, focused training approaches combining

theory and practice may help equalize learning. Overall, the findings provide insight
21

into learners’ experience and pointers for enhancing the teaching of animation

principles.

Discussion

The study conducted on Grade 12 students at Angelo L. Loyola Senior High

School aimed to investigate the challenges faced by these students in applying the

principles of animation. The chapter begins by providing the profile of the student

respondents, who are both males and females aged 16 to 22, representing the

overall population of Grade 12 students from different sections of the school. This

demographic information helps to contextualize the findings of the study.

The next question addressed in the chapter is the level of difficulty faced by

Grade 12 students in applying the twelve principles of animation. The data

presented in Figure 2 shows the percentages of difficulty associated with each

principle. The principles "Straight Ahead Action and Pose to Pose" and "Overlapping

Action" were found to be the most challenging, with a difficulty level of 11.1% each.

On the other hand, principles such as "Squash and Stretch," "Anticipation,"

"Staging," and others presented a lower difficulty level of 7.4% each. The table

further provides the weighted mean and verbal interpretation of each principle,

indicating that most principles were moderately challenging, except for "Appeal,"

which was rated as very challenging.

The following question focuses on identifying additional instructional

strategies or supports that could help students overcome their difficulties and gain

a better understanding of the principles of animation. Figure 3 presents the

distribution of different teaching and learning strategies, including personalized

feedback and guidance, integration of real-life examples and case studies, hands-

on practice and practical exercises, and interactive multimedia. Table 3 ranks these
22

strategies based on their weighted mean scores. Strategies such as providing

hands-on practice and integrating real-life examples received positive ratings, while

others like the use of interactive multimedia received a neutral rating.

Lastly, the chapter explores whether there is a significant difference in the

profiles of respondents in terms of the level of difficulties faced by Grade 12

students. Figure 4 shows the gender differences among the respondents. The data

suggests that male and female students face different challenges. Males found

"Appeal" to be more difficult, while females found "Overlapping Action" to be the

most challenging. Table 4 provides the weighted mean and verbal interpretation for

each gender, indicating the specific difficulties faced by male and female students.

This chapter provides insights into the challenges faced by Grade 12

students at Angelo L. Loyola Senior High School in applying the principles of

animation. It highlights the specific principles that students find most difficult and

suggests additional instructional strategies to help overcome these difficulties. The

chapter also considers gender differences in the experiences of students and

emphasizes the importance of tailored approaches to address the challenges faced

by both male and female students. Overall, the findings of this study contribute

valuable information for improving the teaching and learning of animation

principles in Grade 12 education.

Summary

The purpose of this study conducted at Angelo L. Loyola Senior High School

was to investigate the challenges faced by Grade 12 students in applying the Twelve

Principles of Animation to their animation projects. These principles are

fundamental tools for animators, but students often encounter difficulties in

effectively implementing them in their work. The study involved collecting data from
23

the students to assess the level of difficulty they experienced with each principle.

The average mean of the ratings was calculated to provide an overall assessment of

the level of difficulty. The average mean calculated for the data was 2.9083, which

falls within the range categorized as "moderately challenging" based on the Likert

scale description. This suggests that the students perceived the application of the

Twelve Principles of Animation to be moderately challenging. This study highlights

the importance of addressing the challenges faced by Grade 12 students in

applying the Twelve Principles of Animation. By understanding the specific areas of

difficulty, educators can develop targeted instructional strategies and supports to

enhance students' understanding and application of these principles in their

animation projects.
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