Influence of Computer Simulations on Academic Performance in Biology in Public Secondary Schools in Kesses Sub-county, Kenya

Joshua Hydah Karambu, Omwenga Ezekiel, Omosa Elijah
Department of Curriculum and Instruction Media
Kisii University
Email: hydahkarambu@gmail.com

Abstract: Biology plays a pivotal role in shaping scientific understanding and improving human welfare. However, in Kenyan Public Secondary schools continue to record low performance in the subject, expansively due to teacher-centred instructional approaches. This study examined the influence of computer simulations on students ’academic performance in Biology in public secondary schools in Kesses Sub-county, Kenya. The research was guided by the Constructivist Learning Theory, which emphasizes active learner participation and knowledge construction through interactive experiences. A mixed methods approach was employed by integrating a quasi-experimental Solomon four-Group design with a survey. The study involved 240 form three students drawn from four co-educational schools. Experimental group was instructed with computer simulations, while control group was taught using conventional methods, over six week-periods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations, and analyzed using descriptive statistics, paired t-tests, and ANOVA. Findings indicated that computer simulations significantly improved students’ academic performance, conceptual understanding, and engagement in Biology. The study concludes that simulation–based teaching can transform Biology learning by making it more interactive and effective. It recommends that the Kenya Institute of Curriculum Development and the Ministry of Education promote the use of computer simulations and train teachers to integrate them meaningfully in classroom.