Contribution of Computer-Assisted Simulation on Students’ Learning of Chemical Bonding in selected secondary Schools of Rwanda

Abstract

This study delves into the impact of computer-assisted simulations on students' comprehension of chemical bonding. Employing an explanatory sequential design, the research initially gathered and analyzed quantitative data before delving into qualitative perspectives. The study involved 86 students, aged 16 to 17, from a twelve-year secondary school. Two classes were selected, with one designated as the experimental group and the other as the control group. The experimental group received instruction utilizing computer-assisted simulations, while the control group received traditional instruction methods. Both groups underwent pre- and post-tests to evaluate their understanding of chemical bonding. The chemical bonding achievement test yielded quantitative data with a reliability coefficient of 0.791, supplemented by qualitative insights from participant interviews. Statistical analysis of the quantitative data, conducted using the Statistical Package for the Social Sciences (SPSS) software, indicated a statistically significant difference in performance between students taught with computer-assisted simulations and those without it, favoring the experimental group (df=85, p<.05). Additionally, within the experimental group, no statistically significant difference in performance was observed between male and female students (df=85, p>.05). Interviewed students expressed that the integration of computer-assisted simulations significantly enhanced their understanding of chemical bonding compared to conventional teaching methods. These findings highlight the effectiveness of computer-assisted simulations in improving students' comprehension of chemical bonding, suggesting its integration into chemistry education.