Efficacy of teaching chemistry with computer-based laboratory simulations (CBLs) as opposed to traditional methods in acquisition of scientific inquiry skills in Bomet County

Abstract

The aim of this research was to examine the efficacy of teaching chemistry with computer-based laboratory simulations (CBLs) as opposed to conventional methods for acquiring scientific inquiry skills in Bomet County. This study utilized quasi-experimental research design and applying Solomon-Four Non-Equivalent Groups Design. Four secondary schools in Bomet County were purposively sampled on the basis of availability of computers and a total of 369 participants were surveyed. Random sampling assigned four schools to control and treatment groups. All groups learned the same chemistry (electro-chemistry). Experimental groups used CBLs whereas control groups used teacher demonstrations and lecture. Before using CBLs, groups II and I were pre-tested. After 4 weeks, all 4 groups were post-tested using the Students' Chemistry Achievement Test (SCAT), which was pilot-tested to establish its reliability. ANCOVA, one-way ANOVA, and t-test were used to analyse data at a 0.05 significance level. Results revealed that Computer based laboratory simulation was more effective and efficient method as opposed to traditional method. CBLs had significant influence on achievement in chemistry. It assisted in improving students’ creativity and innovativeness compared to traditional teacher centered instructions. CBLs method of teaching chemistry assisted students to manipulate data in chemistry practical. Computer simulations allowed students to view and participate in real-world experiences. CBLs were characterized by ease, exciting and clearer teaching strategy as compared with traditional method. Simulations as an investigative tool increased motivation and curiosity among learners. Consequently, the study recommends that secondary schools should adopt the use CBLs in teaching of chemistry alongside traditional methods. Also, teacher education in university should restructure their curriculum to include the use CBLs in teachers training. This will improve the application CBLs in secondary schools.