The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits

ABSTRACT

Background

Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception.

Purpose

The purpose of the study was to compare the learning achievements of students on the topic of Direct Current Electrical Circuits when they are randomly exposed to different learning environments.

Sample

The population of the study consists of 265 secondary students at an urban school in Harare Zimbabwe, 49 (18.5%) of which participated in the study. The school was chosen for convenience purpose. A quasi-experimental design was used to randomly assign two intact classes. One class (n = 24) was assigned as a control group (using real laboratory activities) and the other class (n = 25) as an experimental group (using simulation and laboratory activities together). The sample had not previously received formal instruction on the topic. Participants are of mixed gender (44.9% girls) and their age ranged from 12 to 14 years.

Design and methods

The study took place during the first term of 2015. Students’ conceptual level of understanding and the reduction in their misconceptions about electric circuits were measured by a three-tier misconception test, both at pre-test and at post-test. The effect of the treatments was statistically analysed using various statistical tools.

Results

There is a significant difference in the level of conceptual understanding in which the experimental group performed higher than the control group. The results also demonstrated that a combination environment had an expected effect of decreasing the proportion of students’ misconceptions on electric circuits more than in the laboratory environment alone.

Conclusions

The outcomes of the study suggest the use of simulation and practical activities in parallel as a better way of teaching students the topic of direct current electric circuits. Computer simulations enhance students’ learning of abstract concepts; hence they should be promoted.

KEYWORDS:

• Conceptual understanding
• misconception
• simulation
• electric circuits
• laboratory activity

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Acknowledgments

The authors would like to acknowledge the support by the (Scholarship name). Gratitude is also extended to all the students and instructors who were involved in this project. Without their cooperation and support, this project would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the authors.