Abstract:
Computer simulations are well documented in developed countries but little is known about
them in developing countries like Ghana. The main objective of the study was to examine the
effects of using computer simulations in teaching chemical bonding on cognitive achievement
of learners and to compare the results with those of learners who were taught using the
traditional method (lecture). The study employed a non-randomized control-group pre-test and
post-test quasi-experimental design involving two first year science classes of Bishop Herman
College, Kpando; 38 in the control group (CG) and 38 in the experimental group (EG). An
Achievement Test consisting of 20 multiple-choice questions and a Structured Opinionnaire
designed for participants in the experimental group were the principal data collection tools
used. The test was developed to answer research questions one and two, while the Opinionnaire
was to answer the research question three. The data were analysed by using SPSS 16.0
statistical program. Descriptive statistics such as mean, Standard Deviation were calculated
and inferential statistics of paired t-test was used to test if significant differences exist in the
understanding of chemical bonding between the experimental and control groups after the
intervention. Alpha level of 0.05 was used as a criterion of either accepting or rejecting the null
hypotheses. The mean test score of the experimental group (37.05) was higher than that of
control group (20.47) counterparts in the post-test. The t-test analysis of the mean score on the
post-test shows a significant difference between the two groups (t (37) = -18.582, p = 0.000).
Therefore the null hypothesis which states “there is no statistically significant difference
between the cognitive achievements of the students taught using computer simulation and those
taught without the computer simulations” was rejected. This suggests that computer
simulations provide feedback that minimises abstractness. The study further revealed that the
participants have positive attitude towards chemical bonding and chemistry as a whole.
Description:
A dissertation submitted to the Department of Science Education, Faculty of Science
and the School of Graduate Studies, University of Education, Winneba, in partial
fulfilment of the requirements for the award of a Master of Education (Science)
DECEMBER, 2015
