Abstract:
The aim of this study was to investigate the effect of computer simulations
instructional packages on the performance of students‘ learning of the topic,
digestion. The study used the entry point, post-test and exit point quasi experimental
design method in a mixed sex Senior High School. The study used all fifty (50)
students of SHS 2 Home Economics 1 and forty eight (48) students of SHS 2 Home
Economics 2 at Odorgonno Senior High School in Accra, Ghana. A post-test
consisting of ten multiple-choice, five true or false, five fill in blank spaces and a five
short theory test items on digestion was given to two treatment groups. Descriptive
and paired t-test statistics were used for answering the research hypothesis. The
classroom interactions of students of the two treatment groups were observed to find
out how their attitudes towards computer simulation and its effectiveness improved
their performance. The assigned codes of classroom interaction were also subjected to
further analysis using simple percentages. The results indicate that the performance
and content knowledge in digestion among both groups after the post-intervention and
exiting point improved as compared to the entry point mean scores. Computer
simulation did prove to be superior to the traditional teaching approaches. The
findings seem to suggest that computer simulation holds great promise for the
teaching and learning of science concepts. It has therefore been recommended that
computer simulation strategies be incorporated in the teaching of biology as it has a
positive effect on the attitudes of students. As a result, there is a need for teachers and
teacher educational institutions to reinforce the use of computer simulations in the
teaching and learning science.
Description:
A Thesis in the Department of Science Education, Faculty of Science
Education. Submitted to the School of Graduate Studies, University
of Education, Winneba, in partial fulfilment of the requirement for
the award of the degree of MASTER OF PHILOSOPHY in
SCIENCE EDUCATION
JULY, 2015