Abstract:
Learners’ performance largely depends on the pedagogy used. This study explored the
use of Computer Simulations (CS) to teach plants biodiversity to grade eleven learners
Mankweng Circuit. A randomised Solomon Four-Group design was used. Sixty-six
learners from two schools equipped with computers were randomly assigned to the
Experimental Group (EG), and 66 learners from two other schools without computers
were the Control Group (CG). A performance pre- and post-test was used to the EG
taught using CS and to the CG taught using Chalk-and-Talk Method (CTM). Also, Focus
Group Discussion Interviews (FGDI) were conducted with 12 learners: six from each of
the EG and the CG to collect information regarding their attitudes towards the methods
used to learn biodiversity. The quantitative data were analysed using a T-test and Analysis
of Variance (ANOVA), while the qualitative data were analysed thematically. The results
show that the learners in the EG performed better than those in the CG (T-test; p < 0.05),
(ANOVA; p < 0.05). Hypothesis one which states that learners in the EG who were taught
using CS will perform better than those in the CG taught using CTM is accepted. Also,
hypothesis two, which states that learners’ performance in the pretest will not vary in the
EG and the CG is accepted. Also, hypothesis three which states that there will be no
statistically significant differences in achievements between boys and girls in the EG is
established. Thus, the CS method is a useful tool to enhance learners’ performance.
Keywords: Computer simulations, PCK, TPACK, Quasi-experiment, Solomon four
group design, Learner’s performance
