Author(s) :

Imoniwe O. Thompson, Abamba E. Ikechuku.

Volume/Issue :

Abstract :

ABSTRACT This study looked into the effects of computer simulation model on secondary school students’ comprehension of the coarse nature of matter. The study was led by five research questions and five hypotheses. The study used a quasi-experimental pre-test, post-test control group design. For this study, the population consisted of forty-two thousand, eight hundred and eight students. The sample for this study consisted of 236 students from SS II. Using a straightforward random sampling procedure, the sampled schools were chosen. The instruments used for data collection were the Chemistry Achievement Test (CAT) and the Scholastic Ability Test in Chemistry (SATIC). Using Kuder Richardson formula 21, CAT has a dependability coefficient value of 0.77. Mean, standard deviation, t-test, and analysis of variance were used to analyze the data (ANOVA). The study's findings revealed that: male and female students who were taught chemistry using computer simulation models performed similarly; there was no significant difference in their performance; and there was a significant difference between the mean retention scores of students who were taught chemistry using computer simulation models and those who were taught using lecture method, in their favor. The study also discovered that technique, sex, and aptitude interactions had no discernible impact on students' memory of chemistry. The study suggests that secondary school chemistry teachers adopt the usage of computer simulation models to encourage students' active participation and interaction with chemical concepts.. Key words: Computer simulation model, secondary school students’ comprehension, coarse nature of matter

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