Bahati, Bernard
3 Publications in AERD
Author Publications
Export PDFStudents’ Acquisition of Science Process Skills in Chemistry through Computer Simulations and Animations in Secondary Schools in Tanzania
By Beichumila, Flavia
Scientists currently advocate the use of integrated science process skills to perform scientific inquiries in the natural world. In Tanzanian schools, however, the situation leaves a lot to be desired as we consider the poor acquisition of science process skills in the country. This article is an attempt to address the impact of computer simulations and animation in the acquisition of scientific skills. We compare the impact of computer simulations and animations to conventional materials on students' acquisition of integrated science process skills in teaching and learning chemistry. We use a mixed method approach in data collection and quasi-experimental research design coupled with the qualitative data collection process, i.e. focus group discussion. The study involved a total of 320 students. The findings revealed that the treatment group scored better (pre-test, mean = 42.26; standard deviation = 12.16, post-test, mean = 65.79; SD = 13.45) after they were exposed to computer simulations and animations than their counterparts in the control groups (pre-test, mean = 41.59; SD, 12.73, post-test, mean = 48.03; SD = 11.72). Furthermore, a statistically significant difference (p = 0.000, ? = 0.05) between the control and treatment groups was found using an independent sample t-test on instructional materials. Thematic analysis of data from students focus group discussion indicated that simulations drew their attention to specifics and made the subject easier to grasp than conventional materials. Therefore, the current study proposes that teachers employ computer simulations and animations to support students’ science process skills at secondary school level. © 2022 Society for Research and Knowledge Management. All rights reserved.
Students’ Perceptions toward the Use of Computer Simulations and Animations in Chemistry Teaching and Learning in Tanzania Secondary Schools
By Beichumila, Flavia
The integration of information and communication technology (ICT) has recently become a strategic approach to enhance the teaching and learning of chemistry. This study investigated students’ perceptions toward the use of computer simulations and animations (CSA) in teaching and learning chemistry in secondary schools. The study employed a mixed-method approach using descriptive design to collect quantitative and qualitative data from 156 participants through a questionnaire and focus group discussions. The findings revealed that a majority of students, on average, (76%), had a strong perception of the usefulness of CSA in the classroom as it promoted learning through science processes and collaborative lessons, thus making the learning process easier. Furthermore, a majority of students (78%) had a very positive perception of their behavioral intention to use CSA in the teaching and learning of chemistry concepts, while (72%) had a strong positive attitude toward CSA usage. In addition, the majority (70%) of students indicated that it was easy to use CSA as a learning instructional resource. However, lack of computer skills for the majority of students was a limitation to using CSA smoothly. Furthermore, a good number of students, on average, had a strong perception that the availability of enough ICT resources in schools and the ability to access computer laboratories could influence them to learn chemistry concepts with computers as a pedagogical tool. Therefore, the current study proposes that the use of computer simulations and animations should be emphasized in the teaching and learning of chemistry concepts in secondary schools. © Common Ground Research Networks, Flavia Beichumila, Bernard Bahati, Eugenia Kafanabo, All Rights Reserved.
Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools
By Beichumila, Flavia
This paper presents changes on teachers’ pedagogical skills in using computer simulations and animations to support the teaching and learning of chemistry concepts. It draws on the data that were collected using a mixed-method research approach coupled with pre and post-assessment of 20 level three chemistry teachers. The data from classroom observation were quantitatively analyzed using means, standard deviations, and a sample paired t-test. Thematic analysis was used for the qualitative data. The results showed that teachers’ pedagogical skills in using computer simulations and animations in teaching and learning chemical kinetics, equilibrium, and energetics were low in pre-instruction, with an overall mean of 1.3±0.1. In post-instruction, the findings indicate that teachers have improved pedagogical skills, with an overall mean of 3.9±0.06 and p-value of 0.000. Therefore, teachers need improved pedagogical strategies to use computer simulations and animations as viable instructional resources for teaching and learning of chemistry concepts. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
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