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This study investigated how computer simulation affects students’ academic achievement in chemistry using a quasi-experimental design with a non-equivalent control group. Data from the Chemistry Achievement Test (reliability 0.78) were analyzed with mean gain and ANCOVA. 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Consequently, the search for teaching method that will be used to overcome this practical constraint has continued to engage researchers. Specifically, the main purpose of this study is to determine the effects of computer simulation on academic achievement of students in chemistry. Quasi experimental research design, specifically, non–equivalent control group design was used. The sample consisted of 78 which is made up of 38 experimental group (18 males and 20 females) while control group was 40 students (16 males and 24 females) drawn from two coeducational secondary school in Awka Education zone of Anambra State. Instruments used for data collection was Chemistry Achievement Test which was pilot tested for the period of one week in another zone. Scores obtained was used to estimate the instrument reliability which was found to be 0.78 Kuder Richardson formulas 20. Two research assistants were trained in carrying out the teaching using computer simulations. Pretest was given to the students before treatment. After four weeks of teaching, a posttest was given. Mean gain was used to answer the research question while hypotheses was tested with ANCOVA to determine the significance difference. The result revealed that computer simulation was more effective in enhancing students’ achievement in chemistry than lecture method; there was no significant difference on students’ achievement due to gender. It was recommended that computer simulation should be adopted for teaching hazardous chemistry concepts. Based on the findings, it was concluded that computer simulation should be employed in chemistry teaching as a means of improving students’ achievement in the subject and providing a real life experiment for dangerous chemistry practicals.  \nKeywords: Academic achievement, Chemistry concepts, Computer simulations.  \nContribution/Acknowledgement: All authors contributed equally in the plan, design and participated actively in carrying out the study.  \nFunding: This study was fully funded equally by the authors.  \nCompeting Interests: The authors declare that there is no conflict of interests among them.  \nTransparency: The authors certify that the manuscript is an honest, accurate, and transparent account of the study which was reported. Also there is no omission of any key points in the study.  \nEthical: This study follows all ethical practices during the conduct of the research and reporting of the result.  \nContents  \n1. Introduction .................................................................................................................................................................................... 285  \n2. Method ............................................................................................................................................................................................. 286  \n3. Results .............................................................................................................................................................................................. 287  \n4. Discussions .....................................................................................................................................................................................","cbCaipQURCLNDtwP","https://ap.wps.com/l/cbCaipQURCLNDtwP","pdf",442995,"English","# Introduction\n## Context and rationale for simulation-based chemistry teaching\n# Method\n## Research design and participants\n## Instrument, reliability, and procedure\n# Results\n## Research question analysis and hypothesis testing\n# Discussions\n## Interpretation of findings on teaching effectiveness and gender effects\n# Conclusion\n## Overall outcomes and study implications\n# Recommendations","[{\"question\":\"Why focus on computer simulations for chemistry teaching?\",\"answer\":\"Some chemistry experiments are too dangerous or impractical for hands-on laboratory use. Simulation and multimedia can present these experiences without the associated risks and equipment needs.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The research used a quasi-experimental design with a non-equivalent control group. Students were assigned to an experimental group taught with computer simulations and a control group taught by lecture method.\"},{\"question\":\"What were the key findings regarding teaching method and gender?\",\"answer\":\"Computer simulation was more effective than the lecture method in enhancing students’ chemistry achievement. There was no significant difference in achievement due to gender.\"}]","Effect of Computer Simulations on Secondary School Students’ Academic Achievement in Chemistry in Anambra State | PDF",1792074884,15]