Influence of computer simulations on students’ academic performance in chemistry in selected secondary schools in Kapseret Sub-County, Kenya

Abstract

Integrating computer simulations in education has emerged as a transformative approach to enhance the teaching and learning process, particularly in science subjects like chemistry, where abstract concepts often pose significant challenges to students. Despite increasing technology adoption in education, empirical studies reveal a gap in understanding how computer simulations influence academic performance in secondary school chemistry, especially within the Kenyan context especially in rural areas. Therefore, the purpose of this study is to examine the influence of computer simulations on students' academic performance in chemistry in selected schools in Kapseret sub-county, Kenya. The objectives of the study were to: (1) determine the differences in learners' performance in the experimental and control groups; (2) analyze gender differences in the performance of boys and girls; (3) explore students’ and teachers’ experiences using computer simulations in chemistry instruction; and (4) examine the support needed for successful implementation of computer simulations. Guided by Vygotsky’s Constructivism Learning Theory, this Mixed methods study adopted a pragmatic paradigm and employed an embedded quasi-experimental design. The target population was 1700 Form Two students and four chemistry teachers. Purposive sampling was used to select two schools, while simple random sampling was used to select the classes in these schools, arriving at a sample size of 160 students. The chemistry teachers in the selected classes were sampled purposively, resulting in two chemistry teachers in the experimental classes. Data was collected using a chemistry achievement test, including a pretest and a posttest, questionnaires, and interviews. Quantitative data was analyzed using an independent sample t-test and Two-Way ANOVA, while qualitative data was analyzed thematically. Quantitative results showed that students taught using computer simulations significantly outperformed those in the control group, t (158) = -9.733, p < .001, indicating improved academic performance in chemistry. This difference was large and meaningful, Cohen’s d = 1.54, suggesting a strong effect of the intervention. Gender had no significant effect, F (1,156) = 0.065, p = .799, nor did the interaction between gender and teaching method, F (1,156) = 0.007, p = .932, suggesting that the instructional benefits of computer simulations were consistent across both genders. The qualitative findings revealed that students experienced high engagement, motivation, and improved understanding of chemistry concepts. Teachers reported better student participation and found simulations helpful in explaining abstract topics. However, limited Information Communication and Technology (ICT) infrastructure, poor internet access, and lack of training were key barriers to effective implementation of the computer simulations. The study concluded that computer simulations significantly improved students’ performance in chemistry, regardless of gender, enhanced learner engagement and improved understanding of chemistry concepts. Both students and teachers responded positively to the approach. However, effective implementation depends on adequate ICT infrastructure, teacher training, and institutional support. The study recommends targeted teacher training focused on simulation tools, strategic investment in ICT infrastructure particularly in rural areas, and revision of curriculum guidelines to explicitly support simulation-based teaching.