Abstract: There have been significant changes in the educational system around the world, and the use of various modern technologies has been implemented to influence students’ academic achievement positively. However, this is not the case for
most Tanzanian secondary schools. Therefore, this study investigated students’ perceptions of the use of computer simulations in the teaching and learning of the non-metal topic at Bagamoyo District Secondary Schools in Tanzania. The study used student questionnaires as a data collection tool. The study involved 245 respondents. The findings revealed that the use of computer simulations significantly improved student learning. Further, findings reported that simulations helped simplify understanding of abstract scientific concepts, making lessons more interactive and effective. These results underscore the value of integrating technology into science education, particularly in enhancing conceptual understanding. The study concludes that computer simulations are a powerful tool for improving chemistry learning in secondary science education. It recommends that educational institutions adopt computer simulations as part of the curriculum, infrastructure gaps to guarantee equitable access to technology.

Abstract: This study investigated the effectiveness of PhEt simulations on protein synthesis conceptual understanding and effects of PhET simulation-based instruction towards protein synthesis in senior four secondary students. The study was a quasi-experimental pretest-posttest with a control group design. The sample of the study consisted of 107 senior four students doing biology in their subject combination in selected secondary schools in Kicukiro and Nyarugenge Districts. Over the course of a week, the experimental group (n=57) received instruction using PhET simulations whereas the control group (n=50) received teaching using traditional methods. The pretest-posttest and a protein synthesis attitude scale were used to collect data. The data were analyzed using the independent samples t-test in R core Team 2022. The study’s findings showed that the PhET simulation-based instruction had a favorable effect on students’ protein synthesis conceptual understanding as well as their attitudes towards protein synthesis. Students in the experimental group (M=79.23, SD=6.75) had a higher level of conceptual understanding of protein synthesis than those in the control group (M=55.88, SD=5.18). In terms of attitudes, the experimental group presented higher levels of positive attitudes towards protein synthesis than the control group.

Received March 19, 2020; Reviewed March 21, 2020; Accepted March 22, 2020

Abstract: This research was aimed at finding out the effect of use of computer simulations on academic achievement of form two learners in physics in Ainamoi Sub-County in Kericho County. The overall students’ performance in physics nationally and in Ainamoi Sub-county at Kenya Certificate of Secondary Examination level remained low over the past years. The research objectives were to determine: the effect of using computer simulation on attitude of the experimental groups towards computer simulated Physics lessons, and the difference between academic achievement of the control group and the experimental group in Physics after treatment. The study applied Quasi-Experimental Design involving Solomon-(Four) Non-Equivalent Control Group approach. Study sample consisted of 200 Form two students and 4 Physics teachers from 4 mixed day Schools sampled purposively. Data was collected using a Standardized Physics Achievement Test (SPAT)and Student Questionnaire on Attitudes towards Computer Simulated Physics Lesson Scale (ATCSPLS). The experimental groups were taught Magnetic Effect of an Electric Current using computer simulations. The two control groups on the other hand were taught the same content using conventional methods of instruction. Findings indicated that there was a statistically significant relationship between use of computer simulations and attitude towards Physics lessons (r=0.560, p=0.000). The study revealed that there was a statistically significant difference in academic achievement between the control and experimental groups (t= -7.531, df=193.338, p=0.000). It was recommended that learning should integrate computer simulations in Physics subject since they enhance positive attitude in learners and also high academic achievement.