Exploring learners’ conceptual development using computer simulation in a Grade 10 Science class

Abstract

One of the effective ways of teaching science is by developing the thinking abilities of individuals by allowing them to engage in enquiry-based learning. Computer simulation (CS) can help improve understanding of scientific concepts and enhance conceptual development and performance. This study focused on exploring learners’ conceptual development using CS in Grade 10 science class. A pre- and post-test research designs were used. 105 Grade 10 learners participated: 53 from one whole class were assigned to an Experimental Group (EG) and 52 from another class to a Control Group (CG). The EG was taught using CS while the CG was taught using the traditional approach. Data on learners’ performance were collected using a performance test and interviews were employed to collect data on learners’ attitudes towards science. The results revealed that the EG performed better than the CG (t-test, p < 0.05), (ANCOVA, p < 0.01). Girls in the EG performed better than girls from the CG (t-test, p < 0.05), and independent sample t-test revealed that girls in the EG were in the same range with boys after intervention suggesting that CS did not discriminate against gender in this study. Furthermore, the results from interviews indicate that learners from EG exhibited positive attitudes towards science, unlike their counterparts from the CG. This suggests that learners from the EG may have been excited to observe phenomena on the screen of a computer that they would otherwise not do due to lack of laboratory equipment in their school.