IMPACT OF COMPUTER SIMULATION INSTRUCTION ON ACADEMIC PERFORMANCE IN MOLE CONCEPT AMONG SECONDARY SCHOOL CHEMISTRY STUDENTS IN OKENE METROPOLIS

Abstract

This study examined the impact of Computer Simulation Instruction on academic performance in Mole Concept among Secondary School Chemistry Students in Okene Metropolis, Kogi State. The study was guided by two objectives, two research questions, and two null hypotheses. The study adopted a quasi-experimental research design involving pretest and posttest. The students in the experimental group were exposed to Computer Simulation Instruction while students in the control group were exposed to a conventional method. A total of 1850 SS II students constituted the target population out of which 164 students were randomly selected as samples for the study. The instrument used for data collection was Mole Concept Performance Test (MCPT). The MCPT was duly validated and pilot-tested and the reliability coefficient was found to be 0.85. The research questions were answered using descriptive statistics while the null hypotheses were tested at p≤0.05 level of significance using an independent t-test. The findings of the study showed that students in the experimental group performed significantly better than those in the control group. Based on the findings of this study it was recommended among others that Chemistry teachers in secondary schools should adopt Computer simulation instruction in teaching difficult concepts like Mole Concepts.