Asian Journal of Education and Social Studies

This study investigated the effectiveness of computer simulations on students’ academic performance in the topic of evolution in the Biology subject in secondary schools in Tanzania. A quasi-experimental research study design was employed, involving two schools with a sample of 191 students that were divided into experimental and control groups. The experimental groups received instructions using computer simulations while the control groups were taught using traditional teaching methods. Pretest and posttest scores were collected and analyzed using descriptive statistics, and paired samples t-test and independent samples t-test were used to measure performance variations. The results showed a significant gain in the posttest scores for both the control and experimental groups; however, the magnitude of the t-value (t = -32) for the experimental group was higher, reflecting a much stronger effect on students’ performance compared to the control group (t = -16), the gain in the experimental group is attributed to the additional advantage of the experimental group suggests that the computer simulations provided a unique learning benefit by fostering understanding through visualization of various topic phenomena. The gain in the control group may also be attributed for by teacher explanations, practice effects, increased familiarity with the test content, the use of various classroom activities, and individual teacher creativity. The study found no significant disparity in the performances based on gender. These findings show the potential of integrating computer-assisted instruction in science education, especially in areas with limited resources. The study recommends the adoption of Computer technologies in educational contexts to foster dynamic learning.