Influence of Computer-Based Laboratory Simulations (CBLS) as a teaching Method on Secondary Schools Students' Attitudes and Performance towards Chemistry in Bomet County

Abstract

Chemistry education in secondary schools is a critical component of fostering scientific literacy and equipping students with the knowledge and skills necessary for their academic and future career pursuits as well as addressing the nation's developmental challenges. However, the subject has often been perceived as challenging by students, leading to disinterest and negative attitudes towards learning chemistry. Computer-Based Laboratory Simulations (CBLS) leverages technology to create virtual laboratory environments, allowing students to conduct experiments, analyze data, and explore chemical phenomena in a safe and interactive manner. By offering an alternative to traditional hands-on laboratory experiences, CBLS aims to make chemistry more accessible, captivating, and relevant for students. This research objective was to examine the effect of CBLS as a teaching method on students' attitudes and performance in chemistry in secondary schools within Bomet County, Kenya. The aim of this study is to investigate the potential of CBLS in enhancing students' engagement, attitudes, and academic achievements in the subject of chemistry. Constructivist theory by Jean Piaget guided the study. The study adopted positivism Philosophical paradigm and employed Quasi-Experimental Research Design. Solomon-Four Non-equivalent Groups Design was applied. The research took place in Bomet County, located in the southern part of the former Rift Valley Province of Kenya. The study involved a target population of 687 Form four students and 4 teachers from public secondary schools in Bomet County. The final sample size consisted of 369 participants, including 4 teachers who underwent interviews, 205 students who completed a questionnaire, and 160 students who participated in an experimental test. To select the 4 schools, a purposive sampling method was used based on the availability of computers. The schools were then randomly assigned to either the treatment group or the control group using a simple random sampling procedure. All the student groups were taught the same chemistry content, focusing on electro-chemistry. However, the experimental groups received instruction through CBLs, while the control groups were taught using regular teaching methods (RTM), which involved teacher demonstrations and lectures. Before implementing the CBLs treatment, a pre-test for both the control group II and experimental group I to measure their initial knowledge levels and establish a baseline was conducted. After four weeks of the study, all four groups underwent a post-test using the Students' Chemistry Achievement Test (SCAT). The SCAT had been previously validated by education experts and pilot tested to ensure its reliability. The data collected from the pre-test and post-test scores were subjected to statistical analysis using one-way ANOVA. CBLs had significant influence on attitude of students which enhanced performance in chemistry (P<0.05). The study concluded that CBLS had significant influence on achievement in chemistry since it assisted the learner to develop inquiry skills than RTM. The study recommended that schools should foster a positive and supportive learning environment that encourages students to embrace CBLS and develop a favorable attitude towards technology-based learning. This can be achieved through collaborative group activities, interactive learning experiences, and continuous Teacher Training as well as address technological barriers in secondary schools in Bomet County.