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

Richmond Mensah, George Oduro-Okyireh, Isaac Kwame Boafo, Maxwell Gyamfi

Abstract


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

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6306

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