Research Study-Use of Computer Simulation in Biology Teaching and its Effects on Students’ Academic Performance
Abstract
This
work examined the opportunities provided by simulations to enrich teaching and
learning. The
study found the extent to which simulation can affect students’ performance in
biology classes in Senior Secondary Schools. The study is a quasi-experimental
design, two research questions and two hypotheses were raised as basis for the
study, and two intact classes of Senior Secondary School Three students were
used for the experiment. The considerable level of learning gained after utilizing
simulations was manifested. It
was concluded that simulations give room for teachers to bring the most
abstract concepts to life in classroom thus enable student to incorporate
concepts learnt to daily activities. With relevant use of computer
simulations learning in Biology was made meaningful to students. Included in
the recommendation is that computer
simulation packages should be adopted, and incentives should be given to
teachers to develop different packages for use within the Nigerian school
systems. Ability to exhibit proper production and utilization
of different computer gadgets for instruction should be a criterion to pass teaching
practice exercise.
Key
Words: Simulations,
quasi experimental design, classroom instruction, computer literacy,
technology.
Introduction
As man evolved,
series of changes occur on daily basis. Man had gone through series of revolution
to bring about improved culture. The prevailing culture in this 21st
century is the globalization of the whole world in which this present era is
regarded as “jet age” and the trend is technology. In view of this, ICT has been integrated into the school curriculum
and technology instruction in classroom became very germane. Series of ICT
gadgets have become strong channels of communication. A
fleeting look at the evolvement of formal education in this country reveals a
picture of chalkboard classroom and conventional chalk and talk method. This
kind of system is only limited to classroom environment with a teacher and
group of students, a subject book, a desk and a blackboard (Basran, 2006) it is an outdated and archaic kind of
instruction. In modified lecture methods teachers had always been the center of
attention with students seeing their teachers as author of all knowledge but
today the mode of instruction is student centered. It is therefore required that
the schools in the country should fit into the fashion that the world has
embraced which is technology mode of instruction.
Information Communication Technology (ICT) has led to reorganization, change in work patterns, and demand for new skills, job retraining and reclassification positions (Krubu and Easwar, 2011). It has also been noted that modern technology adapted to students’ needs for instance Computer Assisted Instruction (CAI) programs provide tutorial lessons and drill-and-practice exercises. Also technology has increased teachers’ effectiveness in organizing and presenting lessons, as graphics and animation which make instructional materials more engaging and contemporary (Morrison & Lowther, 2007). More than textbooks and workbooks technology has brought in effective instruction depends on the availability and organization of materials, equipment, media and required gadgets.
It should be realized that the invention of computers has turned the whole world into a global village, this is the age where advancement in technology is at the peak because technology provide opportunity for series of stimulating experiences. With computer technology most information are now available on-line, and the information could be retrieved with little or no stress. This kind of opportunity offered by computers and its related facilities, will perhaps create opportunities for teachers and students to see instruction in a more concrete form. According to Morrison and Gülbahar, (2007) Turkish teachers, administrators and students believe in the importance of developing a technology plan for instruction and utilizing it also in an effective and efficient manner.
Another valuable role of technology
instruction is that, various instructional media could be explored to make
teaching and learning interesting and turn instruction to fun in classrooms. From time immemorial man had used the
material culture to improve their mode of interaction among themselves,
especially in international cooperation, the operation which cut across all
facets of live endeavor (Naumov,
& Todorovska, 2014, Servaes, 2008). Going by daily
development on the utilization of computer in the classrooms, teachers had
become conscious that search for knowledge through computer technology is
highly paramount and it promotes independent learning (Cullinan, 2000, Ilomäki, 2008). Ruben and Alhgren (2007)
submitted that the way to understand the world and universe is by observing,
asking questions, gathering data, testing hypothesis and reaching conclusion
through modern technology.
The use of computers by teachers should be
total, it should bring teaching home to students, and physical phenomenon
should be visualized in its original form (Ayas, 2007). Computer
related instructional packages are of different types and they provide teachers
with opportunities to utilize them in the classroom and provides opportunity
for learners to acquire better knowledge. A lot of these have proved somewhat
effective with little complication. A recent study by Alonge (2007) suggested
that a more effective and interactive instructional media will enhance better
understanding of scientific concept. Majority of them are embedded in Computer Assisted Instruction (CAI) which are games, drill and practice,
hypermedia, multimedia, and communication networks, e-mail, internet, gopher,
World Wide Web and simulations,
Simulation
has been defined by different authors in different ways. Aldrich (2004) defines simulations as tools that
facilitate learning through practice in a repeatable, focused environment. Simulation is the
process of designing a model of a real system and conducting experiments with
this model for the purpose of understanding the behavior of the system and/or
evaluating various strategies for the operation of the system (www.cs.nott.ac.uk/~pszps/docs/pos-Seminar-15-02-2006_ppt.pdf).
Simulation is the process
of designing a model of a real system and conducting experiments with this
model for the purpose either of understanding the behavior of the system or of
evaluating various strategies (within the limits imposed by a criterion or set
of criteria) for the operation of the system.
Computer simulation is a computer model, a
computational model or a computer program run on a single computer or on a
network of computers that attempts to simulate an abstract model of a
particular system to estimate the performance of system too complex for
analytical solutions. In a nutshell simulation is a computer package that is
used to bring or improvise real scientific occurrences and practical and used
in the classroom settings. They are computer applications that give students
opportunities to observe a real world experiment and interact with it. Key features of simulations are that they represent real-world systems;
they contain rules and strategies that allow flexible and variable simulation
activities to evolve; and the cost of error for participants is low, protecting
them from the more severe consequences of mistakes.
Computer simulation origin could be
traced back to world war II era, computer
simulation developed hand-in-hand with the rapid growth of the computer,
following its first large-scale deployment during the Manhattan Project in World War II to model the process of nuclear detonation Ilomäki (2008). Furthermore
it is a very active and viable instruction
approach that can influence and improve knowledge acquisition. Oren (2011) listed over 400 types of simulations; their
common feature is the attempt to generate a sample of representative scenarios
for a model in which a complete enumeration of all possible states of the model
would be prohibitive or impossible. To instructors simulation could provide a mechanism
through which information could be delivered to students and in turn gain a feel
as to how students are progressing (Wheeler 2006).
Simulation could be used for lab
experiments that are impractical, expensive, impossible or too dangerous to
run. One of the main differences between new trend in instruction and
traditional methods is that simulation provides a simulated for learners to
experience especially a condition or a location that learners might not have
opportunity to find themselves. Adams,
Reid, LeMaster, McKagan, Perkins, Dubson, and Wieman (2008) found overwhelming evidence of simulations
that suitably incorporate interactivity, they stated that animation, and
context can provide a powerful learning environment where the students
productively engage with and master major concepts in instruction.
In any subject students interest is very
paramount and the use of computer simulation will promote this, due to its
positive effect on their attention and curiosity. Biology is a subject that
deals with nature and ecosystem, utilizing simulation as a mode of instruction
will have a lot of effect in students’ learning. Biology occupies a unique position in the
curriculum. It is an integral part of science related courses such as medicine,
pharmacy, agriculture, nursing biochemistry and so on. It is one of the
subjects required for admission into the courses mentioned above. It has been
observed that Secondary School students’ performance in Biology has nothing to
write home about despite the fact that it is more or less a compulsory subject.
Studies have shown that secondary school students are exhibiting low interest
in Biology (Esiobu, 2005). This low interest of students in biology has been
traced to poor achievement in examinations.
Researchers have conducted series of
studies to establish the cause of this poor performance and the findings have
cut across the fact that most of the laboratories are ill-equipped and the
biology syllabus is over loaded, qualification of teachers, overcrowded
classroom and lack of suitable and adequate science equipment among others
(Ahmed 2008, Lawal, 2011& Lee and Luvku 2010).
It was realized that Biology was handled
in a casual manner using the normal traditional lecture method. This method is
known to encourage rote learning and does not lead to comprehension and
permanency in retaining scientific facts (Kareem, 2003, Adewara 2006). It was also
discovered that students do not really link the knowledge gained form the
science concepts to their daily life Ayas and Ozmen,, (2006) Kadioglu, (2008);
Ayas, Ibrahimoglu & Ozmen (2007). Chukwunyeremunwa (2013) has linked poor
achievement trend in biology particularly to the lack of instructional
resources in schools due to poor funding of schools. That students taught using
improvised instructional materials performed better than students taught using
conventional material. Based on this, it was suggested that the attention of
teachers and curriculum planners should be drawn to content and new method of
instruction in Biology (Kareem, 2003).
In
view of the above lapses, it should be noted that in science instruction, the
use of computers simulation has a lot to offer, it could help teachers to guide
student’s attention on learning objectives. With computers simulation presentation
of real- world environment would be simplified, causality of events would be
clearly explained, and formal analytical strategies would be easily accessed. It
would make students to perform experiment with ease by utilizing available
software programs, manipulate data to their satisfaction, form and test multiple
hypotheses on their own (Mills, 2001 & Mintz, 2009.). Also ability to
manipulate computer for instruction would make it easier for students to
design, implement and analyze result.
It
is therefore necessary that a more interactive and captivating teaching media
be used in the teaching of Biology, since students learn better and retain
knowledge from personal and inter personal experiences. A good use of computer
simulation would go a long way to assist both teachers and students in
pedagogy.
Statement of problem
Computers play a central role in
development and application of scientific knowledge. They also facilitate
learning of science, they are essential classroom tools for acquisition,
analysis, presentation and processing of data in ways which allow students to
become more active participants in research and learning of science. It has
been discovered that most science instruction is mainly theoretical, phenomenon
and concepts are always too complex to comprehend when presented in abstract
manner (Adewara 2006). Many science classes including Biology classes that
should be fun filling interesting and captivating were always been handled in a
bore-some manner and hinder retention of concepts. Traditional lecture-methods
were always Teacher-centered, this had been one of the reasons for recorded
failure because it affects the interest of students. The interest of students
in Biology have been related to the volume of work completed, students’ task
orientation and skill acquisition, students personality and self-concept,
feeling of inadequacy, poor facilities, equipment and instructional materials
for effective teaching ( Ajagu 2006, Edwards & Knight 2004, Odogwu, 2004,
Okebukola 2004 & Williams, 2004), Adesina 2006 observed that students are
at their best and retained knowledge better when they are practically involved
in the teaching and learning process. He stated further that they often
performed better whenever Biology classes are arranged in a way that provides
opportunity for them to participate.
Purpose
of the study: The purpose of this study is to find out the extent to which simulation
can affect students’ performance in biology classes in Senior Secondary Schools.
Since computer simulation offer this kind of opportunity, the study of the use
of computer simulation in biology classes and it effect on secondary school
students academic performance is worthy of undertaking.
Research
Hypotheses: The research hypotheses formulated for this study in
order to give a tentative answer to the research question are as follow:
1. There
is no significant difference between the academic performance of students
taught with simulation and that of those taught with conventional method
2. There
is no significant difference in the achievement of Biology students taught with
the use of computer simulation and conventional method
Methodology
The curriculum content was limited to
one topic of the entire biology curriculum (Genetics). Computer use was limited
to the use of simulations, the two groups of students were exposed to pre-test
and post-test. Availability of adequate computers in terms of quantity and
quality in secondary school used was one of the major constrains that was faced
during the study another limitation encountered was insufficient or irregular
power supply. The study is a
quasi-experimental type using pre-test and post-test experimental and control
group. Population of the study. The target population involves all Senior
Secondary School three in all the Educational Districts Lagos State. The sample
involves 100 students picked through random sampling technique from a Senior
Secondary School Three (SS3) in Lagos Education District 5. The two group were
randomly assigned to experimental group and control group. Two schools were purposively chosen because
the study involves the use of computer software and internet facilities in
which there are only a few secondary schools that are equipped with computer
and internet facilities in Lagos State Secondary Schools. The sample procedure
for students was done by assigning numbers randomly to students and divide the
number randomly to represent the experimental and control group.
Validity: The test Instrument was drawn from standardized WAEC
questions that focused on genetics and was scrutinised by experts Biology teachers and lecturers of biological
sciences. The instruments used to access the stimulation procedure is according
to Lara (2008) has been used for
study
of effectiveness of computer simulation in United States by various researchers
like Lazarwitz and Hupper (2004), and the result found encouraging.
Reliability: The test reliability was established using the Kudar
Richardson reliability formula 21(K-21).
R=
(K) {(1-K) (K-X)}
(K-1)
Ks
Where
R=Test Reliability
K=Number
of Test Items
X=Mean
of raw scores from the total pretest
S=Standard
deviation of the raw pretest
The
test reliability has been calculated to have reliability index of 0.7 meaning
that the test items on the scale are homogeneous and having same level of
difficulties.
Instrument for Data Collection
The
research instrument for data collection consist of 25 objective multiple choice
test items extracted from WAEC Biology questions on the topic of choice
genetics. The test was administered with the assistance of the schools Biology
teacher and the researchers and marked for data analysis.
Procedure
for Test and Data Collection
Pre-test was administered to each group to test
students’ previous knowledge about the topic and to establish that students are
of relatively the same cognitive standard as far as the topic genetic is
concerned. The students in the control group were taught using lecture
demonstration method. The students in the experimental group were taking to
computer room in the school and were taught using computer simulation. The
computer Simulation software used for the teaching is on Mendelian Inheritance
pattern and breeding. It consists of printed manual containing instructions to
be followed by students and teachers to use the software and 17 short questions
on the inheritance of a single character or trait i.e. monohybrid inheritance
and 20 short questions on the inheritance of two characters or trait i.e.
dihibrid inheritance including probability in genetics which are the core
component of the topic been taught in the class. The questions were to test the result of the
simulation process and also to measure and compare the retention level of
students, the questions are not meant for data analysis. After the simulation
procedure, the same questions used for pretest were utilized for posttest to
the two groups in order to access their academic performance after the teaching.
Three weeks after posttest retention test was administered to the two groups.
Data analysis
The data collected were analysed with the use of SPSS
15.0 package program, all hypotheses were tested at 0.05 level of significance.
Results
Comparing the pre-test
Table 1:
Showing the mean score, the standard deviation and the t-test analysis for the
pre-test.
|
Groups |
N |
X
|
S.D |
d.f |
Alpha level |
Critical t-value |
Calculated t-value |
|
A |
50 |
48.08 |
17.51 |
98 |
0.05 |
1.980 |
1.211 |
|
B |
50 |
47.12 |
13.39 |
As
Shown in table 1, the difference between the pre-test total score of the two
groups were found not significant as the calculated t-value (1.211) is leaser
than the critical (1.980) at (98, 0.05). This means that the two groups A and B
are relatively homogeneous in cognitive capacity or in the knowledge of the
topic before the treatment was applied to the experimental group.
Hypothesis 1 There
is no significant difference between the academic performance of students
taught with computers simulation and that of students taught with lecture
method.
Table 2:
Showing the t-test analysis for the post-test of experimental group and control
group.
|
Groups |
N |
X |
S.D |
d.f |
Alpha level |
Critical t-value |
Calculated t-value |
|
A |
50 |
73.8 |
12.8 |
98 |
0.05 |
1.980 |
38.97 |
|
B |
50 |
|
1 |
As
seen in table 2 the difference between the test scores of the experimental
group and the control group was found to be significant at 0.05 alpha levels
since the calculated t-value (38.97) is greater than the critical or table
value (1.980). We therefore reject the null hypothesis 1 stated above and
restate the hypothesis that there is a significant difference between the
academic performance of students taught with computer simulation and that of
student with lecture method.
Hypothesis: There
is no significant difference in the achievement of Biology students taught with
the use of computer simulation and conventional method
To determine whether there is any
significant difference in the achievement of Biology students taught with the
use of computer simulation and conventional method, the results of the groups were
subjected to t-test analysis. The result of the test is shown in table 3.
Table3: Showing
the t-test analysis of the pre and post of the experimental group of the
retention test.
|
Test |
N |
X |
S.D |
d.f |
Alpha level |
Critical t-value |
Calculated t-value |
|
Pre
|
50 |
48.08 |
17.51 |
49 |
0-05 |
2.02 |
32.72 |
|
Post
|
50 |
73.8 |
12.81 |
As seen in table 3, the difference
between the scores of the experimental group was found to be significant at
0.05 alpha levels since the calculated t-value (32.72) is greater than the
critical or /n value (2.02) We therefore reject the null hypothesis 2 stated
above that there is significant difference in the achievement of Biology
students taught with the use of computer simulation and conventional method
Discussion
The study is a quasi-experimental design of
instructional simulation and learning that highlights the process of engagement
that underlies simulation. It was discovered that that
there is a significant difference between the academic performance of students
taught with computer simulation and that of students taught with lecture
method, it could be stated that discovery of new means of acquiring knowledge
helped their cognitive domains, helped their appetite for knowledge, increased their
confidence, brought about curiosity and arouse their interest in the subject,
it brought to reality that students were eager to have more of that opportunity
to acquire knowledge. It aroused students’ desires and pleasure in accumulating
more knowledge. This result is supported by Efe and Efe (2010) which
found that students who had access to computer simulations scored higher and
that the use of
computer simulations to teach cell-related topics in secondary curricula helped
students to visualize and assimilate better. In
addition the scores obtained revealed that there is a significant difference in
the achievement of Biology students taught with the use of computer simulation and
conventional method. Simulation
method of instruction helped the students to consolidate the
knowledge gained in a given situation, and assisted their interaction and
participation this is corroborated by Liao & Chen (2007) when they affirmed
that Computer Simulation
Instruction is more effective than Traditional Instruction in Taiwan.
Conclusion: Computer simulations can be said to have the potential to
enhance the way one gives instructions. Simulations give room for teachers to
bring even the most abstract concepts to life in classroom thus enable students
to incorporate concepts learnt to daily activities It would make students to be
engaged in personal enquiry, develop their knowledge and have conceptual understanding
of the content of any given subject. Additionally, they will have
independent thought (such as the aptitude for imagination, ponder and describe intricate
matters) which is necessary for the future of science as a whole.
Recommendations
Based
on the findings of this study, the following recommendation are made
1. Government
should create necessary awareness for computer literacy and operation in schools
and government should equip Nigeria public schools with necessary technologies.
2. Public
schools should be adopt relevant computer simulation packages and government
should give incentives to teachers to make develop different packages for use
within the Nigerian school systems.
3. Teacher training institution should ensure that ability
to exhibit proper production and utilization of different computer gadgets for
instruction should be a criteria to pass teaching practice exercise
4.
Government should encourage constant in-service
training for all teachers on the use of computer simulation in science
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