1.1 Introduction
Computer simulations are computer-generated versions of real-world objects. Computer simulations provide near-authentic environment, context and situation for task-based learning (Chen et al., 2013). Computer simulations enable learners to view events, processes and activities, that otherwise may not have been available to them through interactive engagement. Although at first, computer simulations were mainly used in applied field, such as aviation and medic imaging, but these technologies have now edged their way into science classrooms (Kaheru et al., 2011; Quellmalz et al., 2012). Chemistry is the study of matter and the changes that matter undergoes (Akpan, 2016). It is a branch of science which deals with the study of the nature, composition and properties of matter and the changes matter will undergo under different conditions (Otor, 2013).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Chemistry plays a major role in the development of scientific base of a country and Nigeria is not an exception. Despite the increasing importance of chemistry to the unfolding world, the performance of Nigerian students has taken a nosedive. However, it is disappointing to note that the students ‘performance in chemistry at internal and external examination has remained considerably poor despite the relative importance of chemistry (Saage, 2010).
Observation over the years is that students’ achievement in chemistry at Senior Secondary School level (SSCE) has not been very encouraging. According to WAEC, (2013), candidates that offered chemistry performed poorly in the areas of understanding of the concepts of equilibrium of reversible reaction, writing of formulae and correct balanced chemical equations as well as explanation of basic chemical principles, concepts and their applications.
The problem of underachievement in chemistry is of great concern to the government, parents, chemistry teachers and researchers in chemistry and several attempts have been made to tackle the problem. These attempts focused more on methods adopted for teaching. For instance, Masek and Yamin, (2012) found that students’ critical thinking ability in the problem based learning (PBL) group had not been significantly different from their counterparts in the conventional approach group, an indication that most of the so called innovative strategies have not given us the needed result. Though tried with other science subjects, the use of the Computer Assisted Instruction (CAI) is not common in chemistry especially at the SSCE level which is the focus of this study.
The Computer is an electronic device used for executing precisely stated rules with accuracy, rapidity and with real reliability. According to Eriba in Unongo, [2009], computer is capable of making calculation, storing information in various fields of study, designing devices, and making graphical representation of engineering parts and providing leisure in form of music. Studies have shown that computer self-efficacy has a positive effect on information literacy self-efficacy. Tuncer, [2013] and Geban, Askar, and Ozkan [2002] as well as Inci, John, Nilgun and Ozge [2006] and Mudasiru and Adedeji, [2010] all found the use of the computer in teaching to improve student’s achievement in chemistry and other sciences. However, integration of ICT into education system in Nigeria is still relatively poor.
Research findings have shown that computer could be used in the classrooms to improve students’ acquisition of basic skills. These can be achieved by blending text with multimedia, curriculum objectives through the use of animations and simulations to aid in demonstration (Pierce and Stacey, 2004; Adyum, 2005; Abdullahi, 2007).
It has been identified by Usman (2002) that computers can be used in three ways; as a tutor, a tutee, and a tool. When used as a tutor, the computer adapts to the student by selecting appropriate instructional resources and maintaining records of academic progress. As a tutee, the computer receives and executes instructions (in the form of programming language) from the student. As a tool, the computer is used to aid in calculation, graphical displays, animations, simulations and gaming. The main focus of this research is the use of computer for simulation purposes.
Simulations have been given different meanings by different authors; however, in a broad sense; simulations are imitations of systems. Simulations are computational models of real or hypothesized situations or natural phenomena that allow users to explore the implications of manipulating or modifying parameters within them (Clark et al., 2009). Plass et al. (2009) proposed that a simulation differs from a static visualization (example, a diagram in a textbook) because it is dynamic. It also differs from a dynamic visualization (an animation) because it allows user interaction.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effect of Instructional Simulation Strategy in Senior Secondary School on the Achievement of Chemistry.
1.3 Statement of Problems
Student’s failure in chemistry examinations poses a lot of threat not only to science teaching and learning but also to technological development of Nigeria both now and in the future. Some factors may be responsible for the massive failure of students in chemistry examinations. These factors could be in the abstract nature of the subject which explains why many concepts including chemical reaction and equilibrium are found difficult by students. Reports in literature indicate clearly that students have difficulty answering questions requiring specific learning skills in chemical reaction and equilibrium.
The performance of the students in chemistry has been quite unsatisfactory over the years in Nigeria. The external examination body like West African Examination Council (WAEC) has repeatedly reported a steady decline in the performance of students in chemistry. The picture emerging from research reports, Chief Examiners Reports showed that students have difficulty in tackling some chemistry questions. According to the reports, the candidates’ weaknesses among others are poor knowledge of concept of gases, poor mathematical skills in calculating moles, molar mass and percentage purity, inability to balance chemical equation.
The concern about performance of students in chemistry has led to several suggestions for improvement. Unfortunately, those suggestions revolve around the inappropriate teaching methods and inadequate practical exposure as the major cause of students’ poor performance in chemistry. Chemistry, being an activity-oriented subject should be taught experimentally. Unfortunately, several contents cannot be taught with hands-on activities in the classroom, due to the hazardous nature of the experiments. Such experiments can be demonstrated and viewed in a classroom capable of displaying videos. Although some researchers like Apkan (2002) and Lunce (2006) have advocated the use of computer simulation which incorporates inquiry and cooperative learning in teaching science and mathematics. But to the best of the researcher’s knowledge, no such study has been carried out in the area of gases.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Effect of Instructional Simulation Strategy in Senior Secondary School on the Achievement of Chemistry. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the effect of Instructional Simulation Strategy on Senior Secondary School students’ retention in chemistry.
- To find out if the use of Instructional Simulation Strategy enhances Senior Secondary School students’ participation in lessons.
- To identify current challenges to Senior Secondary School students’ academic achievement in chemistry using Instructional Simulation Strategy.
- To find out if there is difference between the mean achievements scores of students taught chemistry with computer simulation based on gender.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any effect of Instructional Simulation Strategy on Senior Secondary School students’ retention in chemistry?
- What is the use of Instructional Simulation Strategy enhances Senior Secondary School students’ participation in lessons?
- What are the current challenges to Senior Secondary School students’ academic achievement in chemistry using Instructional Simulation Strategy?
- What is difference between the mean achievements scores of students taught chemistry with computer simulation based on gender?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant factor affecting the use of Instructional Simulation Strategy on Senior Secondary School students’ retention in chemistry
- H1: There is a significant factor affecting the use of Instructional Simulation Strategy on Senior Secondary School students’ retention in chemistry
Hypothesis Two
- H0: There is no significant difference between the mean achievements scores of students taught chemistry with computer simulation based on gender
- H1: There is a significant difference between the mean achievements scores of students taught chemistry with computer simulation based on gender
1.7 Significance of Study
The results from this study are expected to be of benefit to many stakeholders in education and chemistry subject. These are chemistry teachers, students, curriculum planners and instructional material designers and developers.
The findings of the study will be useful to learners of chemistry because computer simulation was found effective in teaching chemistry. It helps the learners to learn some basic concepts on their own at their pace and time because they have access to the computer simulation software.
The findings of the study were beneficial to chemistry teachers, most especially to chemistry teachers who served as the research assistants, because the computer simulations helped them to demonstrate chemistry concepts with ease and made their teaching of gases and matter practicable. They can, after being exposed to the package, try to develop other computer simulation for teaching other difficult topics in chemistry.
1.8 Scope of the Study
This study focuses on scrutinizing the Effect of Instructional Simulation Strategy in Senior Secondary School on the Achievement of Chemistry. It thematically explored issues relating to computer simulation and students academic performance in the district area with a view to providing a framework for future solutions.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Operational Definition of Terms
Computer: A computer is a machine that receives, stores or processes data quickly according to a stored program.
Students’ Academic Achievement: This is an outcome of how students deal with their studies and how they cope or accomplish the numerous tasks given to them by their teachers.
Education: It is an around development of the individual, which could be formal or informal. In the context of this study it refers to formal education.
Teaching: Is the process of impacting knowledge to or instructing students on a given subject.
