Effects of Computer-Based Simulations Teaching Approach on Chemistry Self-Concept among High School Students in Kenya

Abstract

The role of Chemistry education is to help in the development of scientific attitude in the learner. The students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the importance attached to the subject. Many factors influence this performance, one being learners' chemistry self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant difference in the chemistry self-concept of students taught through CBS and those taught through Regular Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept than those taught through RTM.