The effect of using computer simulation in teaching chemical bonding on the cognitive achievement of SHS 1 chemistry students, a case study at bishop Herman college, Kpando.

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.