The impact of digital simulations in the teaching and learning of meiosis in grade 12 rural schools at Sekhukhune South District, Limpopo, South Africa

Abstract

This study investigated the impact of digital simulations on improving the academic performance and attitudes of Grade 12 learners toward Life Sciences. It specifically focused on the concept of meiosis in three rural schools within the Sekhukhune South District of the Limpopo Province, South Africa. Recognising the persistent challenges faced by learners in mastering meiosis, a critical component accounting for 14% of the Life Sciences National Senior Certificate (NSC) examinations, the researcher deemed this study imperative. This research addressed the inadequacies of traditional teaching methods that rely heavily on static resources, which often fail to foster deep conceptual understanding or improve learner performance. Guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML), the research employed a quantitative, quasi-experimental design involving 90 learners divided into one control group from one school and two experimental groups. Learners were assessed using validated pre-and post-tests, alongside a Biology Attitude Scale (BAS) questionnaire. An analysis of the data was conducted using the IBM SPSS Statistics software, version 29.0.2.0. The analysis revealed that learners taught through digital simulations demonstrated significantly higher post-test scores and thus enhanced comprehension of concepts compared to those taught through the traditional approach. The interactive and animated nature of digital simulations facilitated a better visualisation of complex processes, thereby reducing common misconceptions. Furthermore, the experimental groups exhibited a marked improvement in their attitudes toward Life Sciences, shifting from slightly positive to positive. The study underscores the limitations of conventional instructional approaches in rural settings. It recommends the integration of digital simulations into Life Sciences curricula to enhance both academic achievement and learner engagement. Additionally, it calls for further research into educators’ readiness and perspectives on Information and Communication Technology (ICT) adoption in rural schools to support effective technology integration. This study contributes to the body of knowledge on ICT use in Life Sciences education within the South African rural context. It advocates pedagogical innovations that align with contemporary digital learning environments, aiming to bridge educational disparities and improve learner success in complex biological topics, such as meiosis. Key concepts: digital simulations, meiosis, teaching, learning, each group from one school to minimise cross contamination and learners’ movement during school times