Students’ Perceptions toward the Use of Computer Simulations and Animations in Chemistry Teaching and Learning in Tanzania Secondary Schools

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.