Evaluating the influence of interactive simulations on learners’ academic performance in stoichiometry

Abstract

Traditional teaching strategies dominate science classrooms in Lesotho, resulting in poor academic performance at each level. Information and  Communication Technology tools such as simulations offer potential benefits for improving science teaching. The purpose of this quasi-experimental  study was to evaluate the effect of simulations on learners’ performance and retention of stoichiometry concepts using Solomon’s four-group design.  Purposive sampling of two existing Form E (Grade 12) classes, with 81 learners, led to the creation of four groups. The study responds to the research  question: How does using simulations as part of an intervention affect learners’ academic performance in stoichiometry? Data were collected as learners’  scores for pre-tests and post-tests, designed to assess their understanding of stoichiometry, and analysed through ANOVA and t-tests. After the  intervention, the experimental group’s mean score (M = 44.2, σ = 18) was higher than that of control group (M = 32.6, σ = 15.8), and the difference  between the two mean scores was statistically significant, namely t(81) = 3.14, p = 0.002. The experimental group had a higher mean score for retention  in post-test (M = 47.4, σ =16.1) than the control group (M = 37.2, σ = 13.7) which was statistically significant, namely t(81) = 3.10, p = 0.003. Therefore, it  was concluded that simulations enhanced learners’ performance and could improve the retention of stoichiometry concepts. This study recommends  that simulations be used to supplement the teaching and learning of science, in particular chemistry.