Abstract:
Growth to a worldwide scale in the 21st century has ensued innovative ways of teaching
and learning. The traditional method of teaching and learning of science is fast losing its
acceptance and impact in the educational sector. Computers have become increasingly
important among science educators as they play important roles during the instruction of
students in the science classroom. To demonstrate conditions of conceptual change in
science learning, simulation-based environments are deemed to be appropriate. This study
therefore sought to investigate the influence of Computer Simulation Instructional methods
on Students’ performance in Chemical Bonding using quasi-experimental research
approach. The study was delimited to 180 second-year science students at the SHS level
from six schools in Ashanti Region. The main instruments used were researcher-created
Students’ Knowledge of Chemical Bonding Test (SKCBT) and Chemical Bonding
Achievement Test (CBAT), supported with Pre-test Students Questionnaire. The tests and
the questionnaire were subjected to content validation and reliability test. Data collected
were analysed using SPSS Version 20 and Microsoft Excel. The study revealed a
significant (p<0.05) improvement in students’ performance and cognitive understanding
with the intervention. This was evident in the mean score of the experimental group, which
increased from 18.27 (±2.62) to 24.24 (±2.38) and the mean difference was found to be
significant (p-value<0.05). The degree of significant improvement was found to be 19.9%.
There was no gender disparity in the performance of students. Notwithstanding the general
abstractness of chemical bonding, majority of students were found to have interest in the
subject. It is therefore recommended that curriculum innovation should be done to
incorporate computer-assisted instruction in the science curriculum at the SHS level. Funds
should also be made available for the purchase of such resources and the training of
teachers in its usage.
Description:
A DISSERTATION PRESENTED TO THE DEPARTMENT OF SCIENCE
EDUCATION, FACULTY OF SCIENCE EDUCATION, UNIVERSITY OF
EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF A MASTER DEGREE IN SCIENCE EDUCATION (M.ED
SCIENCE).
OCTOBER, 2016