Effects of Computer Simulations on the Teaching of Chemical Combinations on Students Achievement and Attitude in Chemistry
CHAPTER ONE
Purpose of the Study
The aim of the research was to study the effects of computer simulations on the teaching and learning of Atomic Combinations. The use of computer simulation is one of the approaches that have been recommended to be used by teachers to promote learners’ conceptual understanding (National Research Council, 2011). It is anticipated that the use of computer simulations to teach, may bring about improvement in teaching, thereby leading to improvement of learner performance (Cigrik, and Ergul, 2009). The use of computer simulations to teach may also boost learners’ interest in the Chemistry subject since children of recent times are enthused with computers. As a result, this may lead to an increase in the number of learners who wish to pursue Chemistry in school and for that matter Physical Sciences.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Overview
It is a well-established fact that many learners find it difficult to understand chemical concepts, because Chemistry is a multifaceted discipline, requiring complex thinking and reasoning. By incorporating more visual material into a Chemistry lecture, the lecturer may succeed in restricting the overloading of the learner’s short-term memory, many a time the major factor leading to misconceptions (Kemp, du Toit & Nel, 2001). The goal of this research is to investigate whether computer simulations used as a visually-supporting teaching strategy, can improve concept formation with regard to teaching and learning of Atomic Combinations.
One of the most promising means of teaching and learning Science is the internet. People’s understanding of what computers can do has shifted dramatically as the size and cost of these devices has decreased while their power has increased. Before now, computers were seen as number crunching machines, but now they are tools to manipulate information, in the graphic form (Trindade, Gil, Fiolhais & Teixeira, 2003).
It is possible to acquire information through using computers and the internet in Science, especially Chemistry classes of Primary, Secondary and Higher education. The teaching tools prepared by institutions specializing in such applications could also be used in virtual media. By using such teaching tools, learners could learn the subject matter in a better way, as they are provided with a variety of knowledge, and a medium where they can observe the virtual experiments and repeat the same experiments many times if they request. As a result, it is expected that computer-assisted applications affect the learner’s achievement (Morgil, Oskay, Yavuz & Arda, 2005).
A useful part of instruction in Chemistry is the performing of experiments. This can be done by demonstrations when the teacher actively carries out the experiments in front of the class or demonstrates some materials (Bayramlõ, 2000) or by the learners carrying out experiments in the laboratory or classroom. In this case, the role of the teacher is to guide and help the learners where necessary. Learning Chemistry requires a particular visual understanding. Many chemical concepts can better be understood by using visual representation of the phenomenon (Rutten, van Joolingen & van der Veen, 2012). In Chemistry education, different forms of graphical representations exist to support the understanding of chemical concepts for example, those under Atomic Combinations.
Scientific discovery learning is a highly self-directed and constructivist form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning. The main task of the learner is to infer, through experimentation, characteristics of the model underlying the simulation (Ton De Jong & Van Joolingen, 2000). The development of CAI is one of the most rapidly advancing and interesting medium of instruction in recent years. Therefore, it is worthwhile to explore the effects of Computer Assisted Instruction (CAI) on learners’ achievements (Bayraktar, 2002). In this research the effectiveness and efficiency of simulation environments together with how simulations may be combined with instruction to support the understanding of the concepts in Atomic Combinations was be pursued.
CHAPTER THREE
METHODOLOGY
Research Design
The study made use of a Non-Randomized Quasi-Experimental pre-test and post-test control group design where learners’ in existing grade 11 Physical Science classes were used. Below is the flow chart of the design
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSIONS
Overview
In this chapter, data is presented, and analyzed to arrive at results and then the results discussed. The analysis is to help answer the three research questions which read as follows;
- How do computer simulations affect the teaching of Atomic Combinations?
- To what extent are learners and teachers familiar with Computer and its usage?
- What factors, if any, may hinder the use of computer simulations in teaching Chemistry?
CHAPTER FIVE
CONCLUSION
Overview
In this chapter the main findings of this study are summarized, and conclusions drawn. It also provides implications, recommendations, limitations and suggestions for further study. This study set out to look at the effects of computer simulations on the teaching of Atomic Combinations to grade eleven Physical Science learners. The study took place in Tshwane North District in the Gauteng Province, South Africa. The sample comprised 105 high school learners and two teachers. This study endeavoured to address the three research questions that directed the study.
Recommendations
Considering the outcomes of this study, the following recommendations are made by the researcher;
- Future studies should allow more time for learners to be more fully immersed in the program or absolutely benefit from the intervention. In other words, learners should be given extended opportunity in order to allow them optimum practice to really get use to how to simulate using given software.
- Government and other ICT companies should collaborate to prepare educational software on simulations of various experiments and activities that are relevant to the South African curriculum and should be made available to teachers and learners.
- The Department of education should ensure that internet services are available to the schools
- Government should endeavor to provide adequate ICT infrastructure to most schools if not all schools. If possible Government should provide laptops to teachers at a very subsidized price.
REFERENCES
- American Association of School Librarians and the Association for Educational Communications and Technology. (1998). Retrieved October 8, 2013. books.google.co.za/books/about/Information_Power.html?id=hH57eSwK38UC
- Ameyibor, K., & Wiredu, M. B. (1999). Chemistry for Senior Secondary Schools (second edition).
- Accra: Unimax Publishers Limited.
- Arowolo, K. M. (2009). The impact of Information and Communications Technology (ICT) in the teaching and learning of Kinematics in Grade 11 Physical Science. Unpublished masters dissertation, of the University of the Witwatersrand, Johannesburg, South Africa.
- Barak, M. (2007). Transition from Traditional to ICT-enhanced learning environments in undergraduate Chemistry courses. Computers and Education, 48(1), 30-43.
- Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ Chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139.
- Bayraktar, S. (2002). A meta-analysis of the effectiveness of Computer-Assisted Instruction in Science education. Journal of Research on Technology in Education, 34, 173-188.
- Bayramlõ D. Y. (2000). Teachers lecture methods in Chemistry education, Hacettepe University Science Institute, Master Thesis, pp. 8, 12, 15, & 20.
