Habinshuti, Gonzague
3 Publications in AERD
Author Publications
Export PDFINTEGRATION OF INTERACTIVE COMPUTER SIMULATIONS IN TEACHING AND LEARNING CHEMICAL REACTION: STUDENTS’ PERFORMANCE AND CONCEPT RETENTION
By Batamuliza, Jane
This current study presents the effects of interactive computer simulations on students’ performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with a sample population of 320. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The participating students were in grade 8. The collected data was analyzed in MS Excel and SPSS. The independent sample t-tests were computed to compare the groups and reveal the effectiveness of interactive computer simulations. After the intervention, the experimental groups’ post-test means achievement scores of (8.67) were higher than that of the control groups (6.69). The difference between the two mean scores was statistically significant: t (318) = 6.3, p=.000. The experimental group also had higher mean post-retention-test scores of (M = 8.07, α =.29) than that of the control group (M =5.58, α =.19) which was statistically significant at t (318) = 7.28, p =.000. Therefore, it is concluded that interactive computer simulations enhance students’ performance and improve their concept retention. The study recommends that simulations should be used to supplement the teaching and learning of chemistry and other science subjects in general. © (2024), (OmniaScience). All rights reserved.
Students' Opinions, Views, and Perceptions of Science Laboratory Learning: A Systematic Review of the Literature
By Nicol, Christian Bob
The scientific community continues to give conflicting impressions about the contribution of laboratory activities to science learning and yet ignores the views of students who are the focus of learning. In this paper, we reviewed postsecondary school students' experiences in the science laboratories. Students were most concerned about the impact of the laboratory activities and their preferences pointed more towards greater independent, participatory and interactive learning engagements. This review has implied that students should not be left out in science laboratory learning reform efforts and their views about what obtains in the science laboratories should be routinely monitored to inform such reforms. © 2022 by the authors; licensee Modestum. All Rights Reserved.
EFFECTS OF INQUIRY-BASED CHEMISTRY EXPERIMENTATION ON STUDENTS' ATTITUDES TOWARDS THE TEACHING AND LEARNING OF CHEMISTRY
By Nicol, Christian Bob
Students' attitude towards a subject is a key indicator of academic performance, therefore its enhancement is imperative for academic success. A sample of 328 grade eleven students was selected using cluster random sampling. Two different study groups; the experimental and control groups, were composed and exposed to the guided inquiry and demonstration methods of teaching chemistry experiments respectively. The Non-equivalent control group research design was employed with instruction lasting six weeks. Data on pre-test and posttest attitudes were collected using a 25-item attitude towards teaching and learning chemistry through experiment survey. Comparisons of mean attitude scores were made between the experimental and control groups, and between the pre-test and post-test for each group. The Mann-Whitney U test analyses indicated a higher mean attitude score for the control group. However, the difference in the mean scores was not statistically significant. The Wilcoxon Signed-Rank test analyses indicated statistically significant differences between the pre-test and post-test attitude mean scores for both independent groups. These outcomes show that both methods of teaching chemistry through experiments enhance students' attitudes to essentially the same extent. These findings imply that Liberian teachers can enhance students' attitudes through demonstrations.
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