FROM ABSTRACTION TO UNDERSTANDING: THE IMPACT OF COMPUTER SIMULATIONS ON GENETICS LEARNING AND STUDENT PERCEPTIONS IN NZEMA EAST MUNICIPALITY

نویسندگان

  • Richmond Mensah Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0008-0389-2522
  • George Oduro-Okyireh PhD, Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ashanti, Ghana orcid.org/0009-0001-0662-5445
  • Isaac Kwame Boafo Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0009-3409-087X
  • Maxwell Gyamfi Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0006-6944-8630

DOI:

https://doi.org/10.46827/ejes.v12i11.6306

کلمات کلیدی:

computer simulations, genetics education, quasi-experimental design, student perceptions, Nzema East Municipality

چکیده

Genetics is a challenging area of senior high school biology due to its abstract molecular concepts, often difficult for students to grasp through conventional teaching. This study examined the effectiveness of computer simulation–based instruction in improving achievement and perceptions of genetics using a quasi-experimental one-group pretest–posttest design within a mixed-methods framework. The sample included 120 Form Three Biology students from three senior high schools in Nzema East Municipality. Data were collected using the Students’ Knowledge in Genetics Test (SKGT) and Students’ Achievement in Genetics Test (SAGT), both showing good reliability (α = 0.79 and 0.84; κ = 0.75 and 0.64). Wilcoxon Signed Rank Test results indicated significant improvement, with mean scores rising from 8.80 to 23.30 (z = 9.52, p = 0.001, r = 0.87). Interviews with 15 students revealed positive perceptions, including enhanced clarity, motivation, retention, engagement, and real-life application. The study concludes that computer simulations significantly enhance performance and attitudes, recommending curriculum integration and teacher training.

 

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بیوگرافی نویسندگان

  • Richmond Mensah، Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0008-0389-2522

    Richmond Mensah is a postgraduate student in the Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana. He holds a first degree in science education, from the University of Education, Winneba, Ghana. His research focuses on innovative instructional strategies in science education, with particular emphasis on the use of technology and other pedagogical approaches to enhance learning and improve student achievement.

  • George Oduro-Okyireh، PhD, Department of Interdisciplinary Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ashanti, Ghana orcid.org/0009-0001-0662-5445

    George Oduro-Okyireh (PhD) is a Senior Lecturer in the Faculty of Education and General Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana, West Africa. He holds a PhD in Measurement and Evaluation, from the University of Cape Coast, Ghana. His research focuses on assessment instruments development with particular emphasis on the use of generalizability theory (GT) in the design of reliable assessment instruments.

  • Isaac Kwame Boafo، Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0009-3409-087X

    Isaac Kwame Boafo is a student in the Department of Science Education, AAMUSTED, Mampong, Ghana. His research focuses on innovative instructional models and curriculum assessments in biology education.

  • Maxwell Gyamfi، Student, Department of Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana orcid.org/0009-0006-6944-8630

    Maxwell Gyamfi is a postgraduate student in the Department of Science Education at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Mampong, Ghana. His research interests focus on innovative instructional strategies in science education, with particular emphasis on enhancing students’ engagement and achievement through modern pedagogical approaches.

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دانلودها

چاپ شده

2025-10-06

شماره

دوره 12 شماره 11 (2025)

نوع مقاله

Articles

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