Efficacy of Teaching Chemistry with Computer-Based Laboratory Simulations (CBLs) as Opposed to Traditional Methods in Acquisition of Scientific Inquiry Skills in Bomet County
Keywords:
Electro-chemistry, conventional teaching methods, computer-based laboratory simulations, scientific inquiry skills
Abstract
The aim of this research was to examine the efficacy of teaching chemistry with computer-based laboratory simulations (CBLs) as opposed to conventional methods for acquiring scientific inquiry skills in Bomet County. This study utilized quasi-experimental research design and applying Solomon-Four Non-Equivalent Groups Design. Four secondary schools in Bomet County were purposively sampled on the basis of availability of computers and a total of 369 participants were surveyed. Random sampling assigned four schools to control and treatment groups. All groups learned the same chemistry (electro-chemistry). Experimental groups used CBLs whereas control groups used teacher demonstrations and lecture. Before using CBLs, groups II and I were pre-tested. After 4 weeks, all 4 groups were post-tested using the Students' Chemistry Achievement Test (SCAT), which was pilot-tested to establish its reliability. ANCOVA, one-way ANOVA, and t-test were used to analyse data at a 0.05 significance level. Results revealed that Computer based laboratory simulation was more effective and efficient method as opposed to traditional method. CBLs had significant influence on achievement in chemistry. It assisted in improving students’ creativity and innovativeness compared to traditional teacher centered instructions. CBLs method of teaching chemistry assisted students to manipulate data in chemistry practical. Computer simulations allowed students to view and participate in real-world experiences. CBLs were characterized by ease, exciting and clearer teaching strategy as compared with traditional method. Simulations as an investigative tool increased motivation and curiosity among learners. Consequently, the study recommends that secondary schools should adopt the use CBLs in teaching of chemistry alongside traditional methods. Also, teacher education in university should restructure their curriculum to include the use CBLs in teachers training. This will improve the application CBLs in secondary schools.
References
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Awodun, A. and Oyenyi, A. (2018). Effect of Instructional Simulation on Students’ Academic Performance in Basic Science in Junior Secondary School in Ekiti State, Nigeria. International Journal of Research and Analytical Reviews, 5(2), 23-27.
Bello, T. O. (2011). Effect of group instructional strategy on students’ performance in selected Physics concepts. The African Symposium: An on-line Journal of African Educational Research Network, 11(1), 71-79
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Chebii, R. (2011). Effects of science process skills mastery learning approach on secondary school students’ achievement and acquisition of selected chemistry practical skills in Koibatek District schools, Kenya. Unpublished Master’s thesis, Egerton University.
Chemwei, B., Leboo, C., & Koech, S. J. (2014). Factors that impede the implementation of strategic plans in secondary schools in Baringo District, Kenya.
conceptual understanding of chemical bonding and attitude toward Chemistry: A case for Turkey. Computers & Education, 51 (1), 423-438.
Effandi, Z., and Zanaton, I. (2006). Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39
Flaherty, A. A. (2020). A review of affective chemistry education research and its implications for future research. Chemistry Education Research and Practice, 21(3), 698-713.
Freedman, M P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science. Journal of Research in science Teaching. 43 (4), 343-357.
García-González, C. A., Budtova, T., Durães, L., Erkey, C., Del Gaudio, P., Gurikov, P., ... & Smirnova, I. (2019). An opinion paper on aerogels for biomedical and environmental applications. Molecules, 24(9), 1815.
Hodson, D. (2003). Time for action: Science education for an alternative future. International journal of science education, 25(6), 645-670.
Jegede, S.A. (2003). The effect of the component task analysis model of instruction on students’ performance in Chemistry. Unpublished Ph.D. thesis.
Jethro, O. O., Grace, A. M., & Thomas, A. K. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2(1), 203.
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Kiboss, J. K. (2002). Impact of a computer-based physics instruction program on pupils' understanding of measurement concepts and methods associated with school science. Journal of Science Education and Technology, 11(2), 193-198.
Kimutai Kurgatt, C. (2021). Implication of pedagogical strategies on upper primary School learners’ competencies in English language composition writing in Bomet county Kenya (Doctoral dissertation, Moi University).
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1-22.
Korir, C. K. (2018). Factors Affecting Value Addition of Irish Potato and Effects on Smallholder Farmers’income Generation in Bomet County, Kenya (Doctoral dissertation, University of Kabianga).
Krymov, S., Kolgan, M., Suvorova, S., & Martynenko, O. (2019, March). Digital technologies and transformation of modern retail. In IOP Conference Series: Materials Science and Engineering (Vol. 497, No. 1, p. 012126). IOP Publishing.
Linn, M.C., and Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
Markic, S., & Abels, S. (2014). Heterogeneity and Diversity: A Growing Challenge or Enrichment for Science Education in German Schools? Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 271-283.
Martynov, V. V., Shavaleeva, D. N., & Zaytseva, A. A. (2019, September). Information technology as the basis for transformation into a digital society and industry 5.0. In 2019 International Conference" Quality Management, Transport and Information Security, Information Technologies"(IT&QM&IS) (pp. 539-543). IEEE.
McFarlane, D. A. (2013). Understanding the challenges of science education in the 21 st century: new opportunities for scientific literacy. International letters of social and humanistic sciences, 4, 35-44.
Mensah, J. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent social sciences, 5(1), 1653531.
Mwangi, J. T. O., & Mwangi, J. T. O. (2016). Effect of chemistry practicals on students’ performance in Chemistry in public secondary schools of Machakos and Nairobi Counties in Kenya (Doctoral dissertation, University of Nairobi).
Njeri, M. (2022). Principals Perception of Factors Contribution to Students Poor Performance in Chemistry In Public Secondary Schools In Wajir County, Kenya. Journal of Chemistry, 1(1), 46-58.
Odera, F. Y. (2011). Motivation: The most ignored factor in classroom instruction in Kenyan secondary schools. International journal of Science and Technology, 1(6), 283-288.
Okwuduba, E., Offiah, F. and Madichie, C. (2018). Effect of Computer Simulations on Secondary School Students’ Academic Achievement in Chemistry in Anambra State. Asia Journal of Education and Training, 4(4), 284-289.
Oludipe, D., & Awokoya, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students' anxiety for learning chemistry. Journal of Turkish science education, 7(1), 30.
Omwenga, I. E. (2005). Pedagogical issues and e-learning cases: Integrating ICTs into teaching and learning process. Paper presented at the School of Computing and Informatics University of Nairobi. Nairobi.
Özmen, H. (2008). The influence of computer-assisted instruction on students’
Pacific Policy Research Center (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
Porter, M.E, Ketels, C. Delgado, M. (2007). “The Microeconomic Foundations of Prosperity: Findings from the Business Competitiveness Index.” The Global Competitiveness Report 2007–2008. The World Economic Forum.
Potvin, P., & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784-802.
Radulović, B. Stojanović, M. and Županec, V. (2016). The effects of laboratory inquire-based experiments and computer simulations on high school students’ performance and cognitive load in physics teaching. Zbornik Instituta za pedagoska istrazivanja 48(2):264-283.
Ran, H., Kasli, M., & Secada, W. G. (2021). A meta-analysis on computer technology intervention effects on mathematics achievement for low-performing students in K-12 classrooms. Journal of Educational Computing Research, 59(1), 119-153.
Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36(144), 55-61.
Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 19(3), 307-317. separation of mixtures practical test. J. Educ. Res. Rev. 2(6):124-132.
Simuli, D. W. (2017). Transformation of Female Circumcision among the Kipsigis of Bomet County: Kenya: 1945-2014.
SMASSE (2001). Towards better teaching and learning Chemistry. SMASSE Project National Inset Unit Chemistry Department. Nairobi: Self.
SMASSE (2004). Trends in teaching approaches and methods in science and mathematics education. SMASSE Project National Inset Unit. Nairobi: Self.
SMASSE (2005). Trends in teaching approaches and methods in science and mathematics education. SMASSE Project National Inset Unit. Nairobi: Self.
Sola,A.O., Ojo, O.E,. (2007). Effects of project, inquiry and lecture-demonstration teaching methods on senior secondary students' achievement in
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116.
Vanosdall, R, Klentschy M, Hedges L.V, Weisbaum, K. S. (2007). A randomized study of the effects of scaffolded guided-inquiry instruction on student achievement in science. Paper presented at the annual meeting of the American educational research association april, 2007 Chicago, Illinois.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49.
Akungu, J. A. (2014). Influence of teaching and learning resources on students’ performance in Kenya certificate of secondary education in free day secondary education in Embakasi district, Kenya (Doctoral dissertation, University of Nairobi).
Alebiosu, K. A. (2003). Readings in science education. Ibadan: Majestic Printers and Publishers.
Asch, M., Moore, T., Badia, R., Beck, M., Beckman, P., Bidot, T., ... & Zacharov, I. (2018). Big data and extreme-scale computing: Pathways to convergence-toward a shaping strategy for a future software and data ecosystem for scientific inquiry. The International Journal of High-Performance Computing Applications, 32(4), 435-479.
Asunda, P. A. (2012). Standards for Technological Literacy and STEM Education Delivery through Career and Technical Education Programs. Journal of Technology Education, 23(2), 44-60.
Awodun, A. and Oyenyi, A. (2018). Effect of Instructional Simulation on Students’ Academic Performance in Basic Science in Junior Secondary School in Ekiti State, Nigeria. International Journal of Research and Analytical Reviews, 5(2), 23-27.
Bello, T. O. (2011). Effect of group instructional strategy on students’ performance in selected Physics concepts. The African Symposium: An on-line Journal of African Educational Research Network, 11(1), 71-79
Birgen, A. C. (2013). Influence Of Computer Mediated Instructions on Facilitation of Chemistry Teaching In Kenyan Secondary Schools, Case Of Kapsaret Constituency, Wareng District (Doctoral dissertation, University of Nairobi,).
Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J., & Wilderman, C. C. (2009). Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report. Online submission.
Chebii, R. (2011). Effects of science process skills mastery learning approach on secondary school students’ achievement and acquisition of selected chemistry practical skills in Koibatek District schools, Kenya. Unpublished Master’s thesis, Egerton University.
Chemwei, B., Leboo, C., & Koech, S. J. (2014). Factors that impede the implementation of strategic plans in secondary schools in Baringo District, Kenya.
conceptual understanding of chemical bonding and attitude toward Chemistry: A case for Turkey. Computers & Education, 51 (1), 423-438.
Effandi, Z., and Zanaton, I. (2006). Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39
Flaherty, A. A. (2020). A review of affective chemistry education research and its implications for future research. Chemistry Education Research and Practice, 21(3), 698-713.
Freedman, M P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science. Journal of Research in science Teaching. 43 (4), 343-357.
García-González, C. A., Budtova, T., Durães, L., Erkey, C., Del Gaudio, P., Gurikov, P., ... & Smirnova, I. (2019). An opinion paper on aerogels for biomedical and environmental applications. Molecules, 24(9), 1815.
Hodson, D. (2003). Time for action: Science education for an alternative future. International journal of science education, 25(6), 645-670.
Jegede, S.A. (2003). The effect of the component task analysis model of instruction on students’ performance in Chemistry. Unpublished Ph.D. thesis.
Jethro, O. O., Grace, A. M., & Thomas, A. K. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2(1), 203.
Kahn, P. and O’Rourke, K. (2005). Understanding enquiry-based learning. In: T. Barret, I. MacLabhrainn, and H. Fallon (Eds), handbook of enquiry and problem-based learning: Irish case studies and international perspectives (pp1-12).
Kay, K., & Greenhill, V. (2011). Twenty-first century students need 21st century skills. In Bringing schools into the 21st century (pp. 41-65). Springer, Dordrecht.
Kenya National Examinations Council, KNEC, (2018). Kenya Certificate examination report. Nairobi: Kenya National Examinations Council.
Keter, J. K. (2013). Effects of cooperative mastery learning approach on secondary school students’ motivation and achievement in chemistry in Bomet County, Kenya (Doctoral dissertation, Egerton University).
Kiboss, J. K. (2002). Impact of a computer-based physics instruction program on pupils' understanding of measurement concepts and methods associated with school science. Journal of Science Education and Technology, 11(2), 193-198.
Kimutai Kurgatt, C. (2021). Implication of pedagogical strategies on upper primary School learners’ competencies in English language composition writing in Bomet county Kenya (Doctoral dissertation, Moi University).
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1-22.
Korir, C. K. (2018). Factors Affecting Value Addition of Irish Potato and Effects on Smallholder Farmers’income Generation in Bomet County, Kenya (Doctoral dissertation, University of Kabianga).
Krymov, S., Kolgan, M., Suvorova, S., & Martynenko, O. (2019, March). Digital technologies and transformation of modern retail. In IOP Conference Series: Materials Science and Engineering (Vol. 497, No. 1, p. 012126). IOP Publishing.
Linn, M.C., and Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
Markic, S., & Abels, S. (2014). Heterogeneity and Diversity: A Growing Challenge or Enrichment for Science Education in German Schools? Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 271-283.
Martynov, V. V., Shavaleeva, D. N., & Zaytseva, A. A. (2019, September). Information technology as the basis for transformation into a digital society and industry 5.0. In 2019 International Conference" Quality Management, Transport and Information Security, Information Technologies"(IT&QM&IS) (pp. 539-543). IEEE.
McFarlane, D. A. (2013). Understanding the challenges of science education in the 21 st century: new opportunities for scientific literacy. International letters of social and humanistic sciences, 4, 35-44.
Mensah, J. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent social sciences, 5(1), 1653531.
Mwangi, J. T. O., & Mwangi, J. T. O. (2016). Effect of chemistry practicals on students’ performance in Chemistry in public secondary schools of Machakos and Nairobi Counties in Kenya (Doctoral dissertation, University of Nairobi).
Njeri, M. (2022). Principals Perception of Factors Contribution to Students Poor Performance in Chemistry In Public Secondary Schools In Wajir County, Kenya. Journal of Chemistry, 1(1), 46-58.
Odera, F. Y. (2011). Motivation: The most ignored factor in classroom instruction in Kenyan secondary schools. International journal of Science and Technology, 1(6), 283-288.
Okwuduba, E., Offiah, F. and Madichie, C. (2018). Effect of Computer Simulations on Secondary School Students’ Academic Achievement in Chemistry in Anambra State. Asia Journal of Education and Training, 4(4), 284-289.
Oludipe, D., & Awokoya, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students' anxiety for learning chemistry. Journal of Turkish science education, 7(1), 30.
Omwenga, I. E. (2005). Pedagogical issues and e-learning cases: Integrating ICTs into teaching and learning process. Paper presented at the School of Computing and Informatics University of Nairobi. Nairobi.
Özmen, H. (2008). The influence of computer-assisted instruction on students’
Pacific Policy Research Center (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
Porter, M.E, Ketels, C. Delgado, M. (2007). “The Microeconomic Foundations of Prosperity: Findings from the Business Competitiveness Index.” The Global Competitiveness Report 2007–2008. The World Economic Forum.
Potvin, P., & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784-802.
Radulović, B. Stojanović, M. and Županec, V. (2016). The effects of laboratory inquire-based experiments and computer simulations on high school students’ performance and cognitive load in physics teaching. Zbornik Instituta za pedagoska istrazivanja 48(2):264-283.
Ran, H., Kasli, M., & Secada, W. G. (2021). A meta-analysis on computer technology intervention effects on mathematics achievement for low-performing students in K-12 classrooms. Journal of Educational Computing Research, 59(1), 119-153.
Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36(144), 55-61.
Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 19(3), 307-317. separation of mixtures practical test. J. Educ. Res. Rev. 2(6):124-132.
Simuli, D. W. (2017). Transformation of Female Circumcision among the Kipsigis of Bomet County: Kenya: 1945-2014.
SMASSE (2001). Towards better teaching and learning Chemistry. SMASSE Project National Inset Unit Chemistry Department. Nairobi: Self.
SMASSE (2004). Trends in teaching approaches and methods in science and mathematics education. SMASSE Project National Inset Unit. Nairobi: Self.
SMASSE (2005). Trends in teaching approaches and methods in science and mathematics education. SMASSE Project National Inset Unit. Nairobi: Self.
Sola,A.O., Ojo, O.E,. (2007). Effects of project, inquiry and lecture-demonstration teaching methods on senior secondary students' achievement in
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116.
Vanosdall, R, Klentschy M, Hedges L.V, Weisbaum, K. S. (2007). A randomized study of the effects of scaffolded guided-inquiry instruction on student achievement in science. Paper presented at the annual meeting of the American educational research association april, 2007 Chicago, Illinois.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49.
Published
2023-04-20
How to Cite
Chepkorir, S., Kafu, P., & Lusweti, K. (2023, April 20). Efficacy of Teaching Chemistry with Computer-Based Laboratory Simulations (CBLs) as Opposed to Traditional Methods in Acquisition of Scientific Inquiry Skills in Bomet County. African Journal of Education,Science and Technology, 7(3), Pg 521-533. https://doi.org/https://doi.org/10.2022/ajest.v7i3.865
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