COMPUTER-BASED LABORATORY SIMULATIONS AND DEVELOPMENT OF INQUIRY SKILLS IN ELECTRO-CHEMISTRY IN SECONDARY SCHOOLS INSTRUCTION IN BOMET COUNTY

Abstract

Computer technology has advanced to the point where it can significantly enable inquiry learning to be used at various levels, and offer new tools for representing the nature of science in the classroom. Traditional education approaches which are teacher- centered are inadequate in developing scientific skills. The aim of this research was to examine the use of Computer-Based Laboratory Simulations (CBLs) in development of inquiry skills in electro- chemistry in secondary school chemistry instruction, Bomet County. Philosophical paradigm adopted in the study was positivism. It originated in the natural sciences and focuses much on scientific method of testing hypotheses which paves way for further investigations. The study was guided by constructivist theory of learning as advocated by Jean Piaget where learner participates actively in learning process to make meaning out of it. The study used Quasi-Experimental Research Design. Solomon-Four Non-equivalent Groups Design was applied. Four secondary schools in Bomet County were purposively sampled on the basis of availability of computers. Three hundred and sixty-nine subjects took part in the investigation. The four schools were allocated to control and treatment groups by simple random sampling method. All groups of students were taught similar chemistry content (electro-chemistry). However, experimental groups used CBLs approach while the control groups used regular teaching methods (RTM) including teacher demonstrations and lecture. The control group II and experimental group I were pre-tested prior to the implementation of the CBLs treatment. After four weeks, all the groups (four) were post-tested using the Students’ Chemistry Achievement Test (SCAT) which was authenticated by education experts and pilot tested before using to validate its reliability. Data was analysed using ANCOVA and one-way ANOVA at a significant level of coefficient alpha (α) equal to 0.05. The findings indicated that computer-based laboratory simulations assisted students in acquisition of scientific inquiry skills (P<0.05). These skills were hypothesis formulation, experimental design, data collection and analysis, critical thinking and problem-solving, collaboration, and communication. Computer based laboratory simulation had significant effect on chemistry achievement (P<.0.05). CBL was more effective and efficient method as opposed to traditional method. CBLs strategy as well as RTM had no significant difference based on gender (P>0.05). CBLs also 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 teacher training colleges and universities to include CBLs as part of their training programmes to empower teachers on the use of new digital approaches. The findings of this investigation will be beneficial to the curriculum developers, Kenya Institute of Curriculum Development (KICD) as well as chemistry instructors on the use of CBLs in teaching chemistry at secondary school level. There is need for a comparative study on learners’ motivation and self-concept in chemistry instruction through CBLs approach verses those taught through traditional methods.