EFFICACY OF COMPUTER-BASED SCIENCE SIMULATION ON STUDENTS LEARNING OF DIFFICULT CONCEPTS IN BIOLOGY IN SECONDARY SCHOOLS IN FCT ABUJA

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EFFICACY OF COMPUTER-BASED SCIENCE SIMULATION ON STUDENTS LEARNING OF DIFFICULT CONCEPTS IN BIOLOGY IN SECONDARY SCHOOLS IN FCT ABUJA

Abstract:

This research study investigates the efficacy of computer-based science simulations in improving students’ understanding of difficult concepts in biology within the context of secondary schools. Difficult concepts in biology often pose challenges for students due to their abstract and complex nature. Traditional teaching methods may not always be effective in conveying these concepts. Computer-based science simulations offer an interactive and visually engaging alternative for teaching and learning.

This study explores the impact of computer-based science simulations on student learning outcomes, engagement, and motivation in the field of biology. It also considers the role of teachers in implementing and integrating these simulations into the curriculum. Additionally, the study examines the perceptions and attitudes of both students and teachers regarding the use of computer-based simulations in biology education.

The research methodology includes both qualitative and quantitative approaches, including surveys, pre- and post-assessments, and interviews. The study focuses on secondary schools in the Federal Capital Territory (FCT) of Abuja, Nigeria, and aims to provide insights into the effectiveness of computer-based science simulations in enhancing the learning of difficult biology concepts. The findings of this research will inform educators and policymakers about the potential benefits and challenges of integrating computer-based simulations into the biology curriculum.

The word concept has many different meanings to science educators. Concepts are the construction of the human mind (Lawson et al., 2000; Konicek-Moran and Keeley, 2015). Concepts are similar to mental representations which in their simplest forms (Carey, 2000), such as energy, force, evaporation, respiration, heat, erosion, and acceleration. They are abstraction developed in the minds of people who tried to understand what was happening in their world. Concepts may also consist of more than one word or a short phrase (Konicek-Moran and Keeley, 2015), such as conservation of energy, food chain, or closed system. Concepts imply meaning behind natural phenomena such as phases of the moon, transfer of energy, condensation, or cell division. When we use a concept, there are usually some understandings of what associated with it.

　　 Cognitive scientists state that concepts are themselves complex representational structures (Carey, 2000). Moreover, concepts can be constructed directly by generalizing from experience of many instances. In some cases, examples of concepts are difficult to demonstrate or make real. For instance, it is hard to show example concepts such as ‘atom’ or ‘molecule.’ So that, a concept such as ‘molecule’ may be more readily established, instances are illustrating by constructing representations or models. Within a particular representational structure, concepts help students to clarify more complex ideas. Concepts could thus act as building blocks of more complex or even abstract representations.

　　 Instruction to promote conceptual change requires time and effort on the part of learning (Adadan et al., 2010) and also carefully designed (Vosniadou et al., 2001). However, the practice of science instruction has emphasized of memorizing a lot of science concept (Chin, 2004). Students who are excellent at memorizing facts and definitions often engage in what may be called literal understanding (Konicek-Moran and Keeley, 2015). Students with this understanding, could explain any page in a textbook or reproduce any graph or picture at a moment notice exactly as it appeared in the book. These students might not have been able to understand basic concepts that provide explanatory evidence for ideas about phenomena. For instance, the concept of evaporation. Students rely on their memorization term of evaporation, but the students lack the conceptual understanding of what happens after the water evaporates. The students use the words evaporation, yet not understand where the water went or where it came from to explain a natural phenomenon. The important learning process is students think through all arguments on their “own” and “construct” further knowledge upon already understood concepts.

　　 Meaningful science learning requires conceptual understanding rather than memorization (Adadan et al., 2010). Meaningful learning requires knowledge to be constructed by the learner, not transmitted from the teacher to the students (Jonassen, et al., 1999). Students who have conceptual understandings of certain concepts construct well-connected and hierarchically arranged conceptual frameworks (Mintzes & Wanderse, 1998). When students have an understanding of a concept, they can (a) think about it, (b) use it in areas other than in which they earned it, (c) state it in their own word, (d) find a metaphor or an analogy for it, or (e) build a mental or physical model of it (Konicek-Moran and Keeley, 2015).

CHAPTER ONE

INTRODUCTION

Background of the Study

Computer simulation has an overwhelming potential for the enhancement of the teaching and learning of science concept. Research into the use of computer simulations has a long history, as Smetana & Bell (2012) pointed out in their review. Computer simulations provide interactive, authentic and meaningful learning opportunities for learners because simulations facilitate the learning of abstract concepts since students would have the chance to make observations and get instant feedback (Bell & Smetana, 2008). Science simulations can give real environments structured according to principles in the domain. Spatial, temporal, and causal phenomena can be represented that may be otherwise unobservable and not directly manipulable because they are too large.

Science education plays a pivotal role in equipping students with the knowledge and skills necessary to navigate an increasingly complex and technology-driven world. Biology, as a fundamental branch of science, introduces students to a range of intricate concepts that form the foundation for understanding life processes, ecosystems, and the natural world. However, students often encounter difficulties in comprehending and internalizing these complex biological concepts. Efforts to enhance the learning experience in biology education have led to the incorporation of technology-based tools, such as computer-based science simulations, as potential aids for improving students’ understanding of intricate biological concepts.

This represents the use of computer-based science simulations as an instructional method.

Dependent Variable: Student Learning of Difficult Concepts in Biology

This represents the desired outcome of the study, which is the improvement in students’ understanding of complex biological concepts.

Mediating Variables:

Student Engagement and Motivation (SEM): This mediating variable signifies that computer-based science simulations are expected to enhance student engagement and motivation in learning biology.

Comprehension and Concept Retention (CCR): This variable represents the improved comprehension and long-term retention of complex biological concepts as a result of using computer-based science simulations.

Teacher’s Role and Instructional Strategies (TRIS): This variable acknowledges the influence of teachers in facilitating the effectiveness of computer-based science simulations.

Moderating Variables:

Student Characteristics (SC): Student characteristics such as prior knowledge, learning styles, and motivation can impact the effectiveness of computer-based science simulations.

Curriculum and Content Alignment (CCA): The alignment of simulation content with the curriculum can affect the efficacy of CBSS.

Contextual Variables:

FCT Abuja Secondary Schools (FCTSS): This variable represents the specific context of secondary schools in the Federal Capital Territory (FCT) of Abuja.

Statement of the Problem

The teaching of complex biological concepts in secondary schools in the Federal Capital Territory (FCT) of Abuja faces significant challenges. Students encounter difficulties in comprehending abstract and intricate biological processes, often leading to a lack of interest and motivation in the subject. Traditional teaching methods may not adequately address these challenges, and there is a need for innovative approaches to enhance students’ understanding of biology. Computer-based science simulations have emerged as a promising solution, but their efficacy in improving students’ learning of difficult biology concepts in FCT secondary schools remains a subject of investigation.

Purpose of the Study

The primary purpose of this research is to assess the efficacy of computer-based science simulations in enhancing students’ learning of difficult concepts in biology in secondary schools in the Federal Capital Territory (FCT) of Abuja. This study aims to determine whether the integration of computer-based science simulations into the biology curriculum can lead to improved comprehension, increased motivation, and overall enhanced performance among students.

Research Questions

To address the research problem, this study will seek to answer the following research questions:

To what extent do secondary school students in the FCT face difficulties in comprehending complex biological concepts?

How effective are computer-based science simulations in improving students’ understanding of difficult concepts in biology?

What are the perceptions and attitudes of students and teachers toward the use of computer-based science simulations in biology education?

Are there any significant differences in learning outcomes between students who receive traditional biology instruction and those who use computer-based science simulations in the FCT secondary schools?

Significance of the Study

This research holds significant importance for various stakeholders in the field of education, including students, teachers, policymakers, and educational institutions. The findings of this study will contribute to a better understanding of the potential benefits and challenges associated with the integration of computer-based science simulations in biology education. Ultimately, it has the potential to inform curriculum development, teaching practices, and educational policies, potentially improving the quality of biology education in secondary schools in the FCT of Abuja.

Scope of the Study

This study focuses on secondary schools in the Federal Capital Territory (FCT) of Abuja, Nigeria, specifically addressing the efficacy of computer-based science simulations in teaching complex biological concepts. It examines the impact of these simulations on students’ learning outcomes, attitudes, and motivation in the field of biology.

Null Hypotheses (H0):

There is no significant difference in the understanding of difficult biology concepts between students who receive traditional instruction and those who use computer-based science simulations.

The use of computer-based science simulations does not have a statistically significant impact on students’ motivation and engagement in learning difficult biology concepts.

Student characteristics, such as prior knowledge and learning styles, do not significantly moderate the relationship between computer-based science simulations and learning outcomes in biology.

Teachers’ attitudes and abilities to integrate computer-based science simulations into the curriculum do not significantly affect the efficacy of these simulations in teaching difficult biology concepts.

Alternative Hypotheses (H1):

Students who use computer-based science simulations in their biology education will demonstrate a significantly higher understanding of difficult biology concepts compared to students who receive traditional instruction.

The use of computer-based science simulations will lead to a statistically significant improvement in students’ motivation and engagement when learning difficult biology concepts.

Student characteristics, such as prior knowledge and learning styles, will significantly moderate the relationship between computer-based science simulations and learning outcomes in biology, with simulations being more effective for certain student profiles.

Teachers’ positive attitudes and effective integration of computer-based science simulations into the curriculum will significantly enhance the efficacy of these simulations in teaching difficult biology concepts.

These hypotheses are designed to help you test the impact of computer-based science simulations on students’ learning of difficult biology concepts while considering potential moderating factors and the role of teachers in the process. Depending on the specific focus of your research and the data you gather, you may refine and expand upon these hypotheses.

Organization of the Thesis

The remainder of this thesis is organized as follows:

Chapter 2 provides a comprehensive review of the literature on computer-based science simulations, their impact on biology education, and the challenges associated with learning difficult biology concepts.

Chapter 3 outlines the research methodology, including the research design, data collection methods, and data analysis techniques.

Chapter 4 presents the research findings and their implications for biology education in the FCT.

Chapter 5 offers a discussion of the results, draws conclusions, and provides recommendations for educators and policymakers.

The thesis concludes with a summary of key findings and their significance for the field of science education.

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