Evaluation of the Effectiveness of Computer Simulations in Enhancing Senior High School Students' Performance of Genetics:

Abstract

This study evaluated the effectiveness of computer simulations in enhancing Senior High School students‟ performance of genetics: a case study in the Nzema East Municipality. A quasi-experimental pre-test-post-test non-equivalent group design was used, involving 230 Form Three Biology students from three public Senior High Schools. Data were collected using the Students‟ Knowledge in Genetics Test (SKGT, pre-test, α = 0.79, κ = 0.75) and the Students‟ Achievement in Genetics Test (SAGT, post-test, α = 0.84, κ = 0.64), with Cronbach‟s alpha indicating good reliability for objective items and Cohen‟s Kappa showing substantial to almost perfect inter-rater agreement for essay items. The Mann-Whitney U test revealed that students taught with computer simulations significantly outperformed those taught conventionally (U = 2672.00, z = -7.82, p = 0.001, r = -0.52), demonstrating a large effect size. No significant gender-based differences were found within the simulation group (p = 0.07), suggesting equitable benefits across genders. Qualitative findings highlighted enhanced conceptual understanding, motivation, retention, engagement, and real-life connections to genetics. The study recommends integrating computer simulations into the biology curriculum in Nzema East Municipality and across Ghana to improve academic outcomes and deepen conceptual understanding, offering valuable insights for educational practice and policy.