Effect of Computer Simulation-Based Instruction in Chemistry on the Academic Achievement of Grade 12 Learners

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dc.contributor.advisor Mpeta, M.
dc.contributor.advisor Kaheru, S. J. M.
dc.contributor.author Jere, Samuel
dc.date 2020
dc.date.accessioned 2020-09-24T07:58:38Z
dc.date.available 2020-09-24T07:58:38Z
dc.date.issued 2020
dc.identifier.citation Jere, Samuel (2020) Effect of Computer Simulation-Based Instruction in Chemistry on the Academic Achievement of Grade 12 Learners. University of Venda, South Africa.<http://hdl.handle.net/11602/1543>.
dc.identifier.uri http://hdl.handle.net/11602/1543
dc.description DEd (Curriculum Studies) en_ZA
dc.description Department of Curriculum Studies
dc.description.abstract Chemical Reaction Rate (CRR) is one of the topics which Grade 12 Physical Sciences learners find challenging. The purpose of this study was to examine the effect that the use of Computer Simulation-Based Instruction (CSBI) in teaching CRR in Physical Sciences, as one of the alternative strategies to traditional teaching, would have on the academic achievement of Grade 12 learners in this topic. The Cognitive Theory for Computer Simulation-Based Instruction was the theoretical framework guiding the study. The study employed a mixed method approach and a sequential explanatory design was used. The population was all Grade 12 Physical Sciences learners in Mopani District of Limpopo Province in South Africa. The sample consisted of one hundred and eighteen learners in two classes, from two secondary schools located in a rural area; one of which served as experimental and the other a control. The experimental group was taught CRR using CSBI and the control group using the traditional teaching approach. The null hypothesis tested was: There is no significant difference in academic achievement of learners taught using CSBI and those taught using traditional teaching approach. Data were collected using pre-test and post-test in the quantitative phase of the study. Test on Chemical Reaction Rate Concepts (TCRRC) and Attitudes Towards Chemistry Lessons Scale (ATCLS) were the research instruments used. The qualitative data were collected using semi-structured interviews with five purposively sampled learners from each of the two groups and analysed using the qualitative content analysis technique. The quantitative data were analysed through the independent t-test. There was a statistically significant difference in the scores of the experimental group and the control group in the post-test with a moderate effect size in favour of the experimental group. The findings were that CSBI improved learners’ conceptual understanding of CRR and was therefore a more effective teaching approach than the traditional method. The findings are expected to inform Chemistry educators, subject advisors and curriculum developers on strategies that can improve the academic achievement of learners, in CRR, in Chemistry. en_ZA
dc.description.sponsorship NRF en_ZA
dc.format.extent I online resource (xvii, 300 leaves : color illustrations, color maps)
dc.language.iso en en_ZA
dc.rights University of Venda
dc.subject Traditional Instruction en_ZA
dc.subject Conceptual Understanding en_ZA
dc.subject Cognitive Theory for Computer Simulation - Based Instruction en_ZA
dc.subject Computer Simulation - Based Instruction en_ZA
dc.subject Learner - Centred Instruction en_ZA
dc.subject Chemical Reaction Rate en_ZA
dc.subject Academic Achievement en_ZA
dc.title Effect of Computer Simulation-Based Instruction in Chemistry on the Academic Achievement of Grade 12 Learners en_ZA
dc.type Thesis en_ZA

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