CHAPTER 6 DISCUSSION OF RESULTS
6.4 PHASE 3: COMPUTER SIMULATION AS ENGAGEMENT STRATEGY
the participants to constructively contribute within the groups to determine the solution to the context-based inquiry project problem (section 33 5.6.4 ii and iv) .
CB affords the opportunity to examine the problem from various options and resources to make appropriate choices, rather than allowing a single view that learners must imitate to be successful (see section 3.4.3, 3.6.5, 5.6.4, 5.6.5 iii). The resources used include worksheets, equipment, and materials while hypothesizing, testing, observing and experimenting. This implies that CB afforded relevant resources to work with, solve a problem, make decisions, hypothesise, and investigate using content previously learnt in class (names, symbols of the elements). As learners become more engaged with learning materials (resources), their learning gains increase (Chi &
Wylie, 2014).
It is worth noting that there was no significant difference in the participants' perception before(pre) and after(post) the CB intervention on the four components of engagement. This implies that context-based inquiry as an engagement strategy did not have an overall positive impact on their perceptions on the effect of context-based inquiry on the four components of engagement. This may be attributed to science teachers' regular use of inquiry and experiments in their teaching environment.
According to the pre-test results on computer simulation (Table 5-16), the expectations of the teacher participants were low for cognitive engagement but yielded the largest change of the mean in the post-test. In other words, the use of computer simulation in the intervention had a positive impact of practical significance (Table 5-17) on participants' perceptions of the effect computer simulation can have on cognitive engagement.
The participants agreed that CS is an important strategy to use in teaching and learning scientific concepts. CS aided in learning scientific concepts through building stable atoms for Na, Cl, O, S, H and C using PhET computer simulation. Then more complex molecules composed of different elements (NaCl, H2O, SO2, CO2, and HCl) were built (see 3.3.3.2, 5.6.4). CS is effective in using PhET technology in transferring knowledge (Koller et al., 2006). This implies that the use of CS affords stimulating learning scientific concepts of the PT.
CS is a valuable strategy for learners to engage in scientific problem solving in a meaningful manner that is impossible with a traditional approach (see section 5.3.1, 5.6.4, 5.6.5). CS can give a good picture of a problem and as such improve problem solving scores by improving problem solving skills (Avramiotis & Tsaparlis, 2013). This is evident in the CS activities during the intervention that included solving open ended challenge, scaffolding with tables by classifying the atoms and molecules and the debriefing session (see section 4.4.4).
The use of CS is beneficial for learners because it assists them to understand concepts of the PT and the relationship between atoms and molecules. This present study results indicate that CS is useful for the conceptual understanding of PT as the simulation tasks reinforced concepts taught earlier in line with (Frederking, 2005) as well as understanding new concepts. Moreover, CS enhances learners’ ability to master scientific content since it provides an opportunity to visualise abstract concepts. This allows learners to clearly understand the connections between sub- microscopic, macroscopic, and symbolic levels of chemistry (Stieff & Wilensky, 2003). From the results of this study, only CS could assist learners to understand more difficult abstract concepts.
Therefore, CS affords engagement capacity to master content related to the PT (see section 4.4.4, 5.3.2, 5.6.4x, 5.6.4vi). Since CS enhances understanding of scientific and chemistry concepts, it improves performance in exam scores, substantial knowledge and mastery of content are enhanced (Kunnath, 2017; Avramiotis & Tsaparlis, 2013; Asal & Blake, 2006).
Besides mastering content knowledge, CS also improves technical and process skills (see section 5.3.1, 5.6.5). CS can also give a good picture of a problem to improve problem solving skills (Avramiotis & Tsaparlis, 2013). Additionally, CS assist learners to actively construct knowledge by exploring the simulation. The active involvement of participants/learners to explore PhET in a variety of simulation activities to figure out how to build stable atoms and molecules
assisted them to construct their own knowledge (see 5.6.4vi, 5.3.2). CS affords visualisation of relationships between variables in scientific context (Wu & Puntambekar, 2012:756). On the whole, CS thus had a positive impact on cognitive engagement.
Impact of computer simulation on affective engagement
The empirical study revealed that CS had an overall positive impact on affective engagement as well as individual construct variables, especially with regards to interest (Af1 and Af7), class climate (Af2), passion (A3) enjoyment (Af4), easier to learn and understand (Af5), (see section 5.3.3, 5.6.4, Table 5-7).
According to the pre-test results on computer simulation (Table 5-16), the initial expectations of the teacher participants were low for affective engagement but yielded a change of the mean in the post-test. In other words, the use of computer simulation in the intervention had a positive impact of medium practical significance (Table 5-17) on participants' perceptions of the effect computer simulation can have on affective engagement.
The study findings show that CS arouses interest in learning and enhance interest in using PhET simulations to learn the PT. Affective engagement focuses on making learners feel good, happy, and excited. Therefore, the management of emotions improve affective engagement. This is why the application of computer simulation discussions excite learners to talk about their feelings and emotions about an activity (Bouvier et al., 2014).
CS enhances a pleasant class climate conducive working environment that makes it easier to talk about how they felt about the computer simulation activities during the debriefing. Thus, CS affords a pleasant and improved class environment (see section 5.33, 5.6.5ii, Table 5-7). A friendly, enjoyable, pleasant and exciting environment strengthens affective engagement (Skinner et al., 2008; Aslop & Watts 2003).
The pleasant environment in which the use of PhET simulations was created to build atoms and molecules proved to provide enjoyment. In the same manner, CS provided opportunities to manipulate variables in science which enhances, critical and analytical thinking skills in educational experiences that are fun and memorable (Avramiotis & Tsaparlis, 2013; Glezou &
Grigoriadou, 2010;).
The results of the empirical study favourably indicated that learning the PT was easy and interesting using CS. Interest afforded satisfaction because abstract concepts (such as building of atoms and molecules) became easier to learn and understand. The reason is that CS aids to visualise these abstract concepts (Abla & Fraumeni, 2019).
CS’s ability to enhance enjoyment and satisfaction making learning easier resulted in creating and developing passion for science, chemistry and careers in the fields of chemistry. Using simulations to gain an in-depth understanding of the PT in chemistry affords the learning process and creates passion for pursuing chemistry-related careers (see section 3.3.3.2, 5.3.3, 5.6.4 x, 5.6.4 ix, 5.6.5).
The results suggested that CS can promote concentration (see section 3.4.5, 3.3.4.2, 5.6.6 xiii).
This implies that CS's ability to promote affective engagement include management of emotions with which learners gain better control over their emotions as related to concentration to learn (Sadighi & Zarafshans, 2006) and paying more attention in class (Skinner et al., 2008).
Engagement can be enhanced by combining various kinds of visualisations, with no specific order (Jones et al., 2005). Therefore, using different visualisation in a computer-simulated lesson to determine learners' understanding of chemistry concepts showed improvement after each visualisation. The intervention did not allow reflection and interaction with individual beliefs and values. The reason been that the debriefing focused on how the CS activities affected the individual and was not about the individual belief, nor how the individual influenced the CS activities.
Impact of computer simulation on behaviour engagement
CS had a positive impact on the overall perceptions regarding behaviour engagement even though it did not show an observable positive impact on team work (B6) and (B7) (see section 5.3.4, 5.6.4, Table 5.8).
According to the pre-test results on computer simulation (Table 5-16), the expectations of the teacher participants were highest for behaviour engagement compared to the other engagement components and yielded the largest change of the mean in the post-test. In other words, the use of CS in the intervention had a positive impact of medium significance (Table 5-17) on participants' perceptions of the effect simulations can have on behaviour engagement.
Knowledge acquired through PhET interactive simulation activities on PT was applied to answer questions and solve problems related to PT (see section 3.3.3.1). CS affords cooperation and enthusiasm while interacting in the groups and with the simulations while answering questions and solving problems aligns with (Luo et al., 2009; Hughes et al., 2008).
CS promotes concentration in class by consolidating knowledge and concentration on doing the work by focusing on the content. This finding agrees with the literature (see section 3.3.3, 3.4.3.1). CS's ability to promote the management of emotions assist learners to gain better control
over their concentration to learn (Sadighi & Zarafshans, 2006) and pay more attention in class (Skinner et al., 2008). However, there is a need for further studies on improving concentration and eliminating anxiety for first-time users.
Furthermore, using CS to learn about the elements of the PT supported active participation in class through participating in manipulating the simulation, completing the activities, and participating in the discussions and debriefing. During the debriefing learners evaluated the simulation, gave their views on what they have learnt and mentioned what they would modify, with an overall positive evaluation of the simulation, in accordance with Frederking (2005). CS proved to support active engagement, thus strengthening effective learning (Glezou &
Grigoriadou, 2010).
Active participation enhanced by CS increase completion of task and working independently to complete a task successfully in the learning process with the effective instructional resources and activities at the preparation, interaction, and debriefing stage (sections 5.3.4, 5.6.4, Table 5-8).
Therefore, for simulation-based teaching to be beneficial to learners, simulation developers should use effective instructional resources and direct activities to develop tasks that engage students and provide healthy learning opportunities at the preparation, interaction, and debriefing stages (section 3.3.3.2).
The results indicated that CS had a positive impact on identifying the task at hand and contribution in teamwork. This implies that CS affords identification of individual contributions towards a task performed by teamwork. Involvement in teamwork offer opportunities for behavioural engagement as reported (Alexe, 2013; Sauter et al., 2013). This can contribute towards achievement in chemistry (Udo, 2010; Udo & Etiubone, 2011:212-215).
Impact of computer simulation on authentic (AGAU) engagement
CS did not have a positive impact on the overall perceptions regarding authentic engagement even though it showed positive impact on some of the construct variables, with regards to activities related and matched real-world tasks (Au1), promote collaboration (Au2), help learners understand most difficult concept (Au3), opportunity to create and use variety of resources (Au4), opportunity to examine problems (Au5), allow reflection on learning and creativity(A7), promote engagement in learning (Au8) (see Table 5-9, section 5.3.5, 5.6.4, 5.6.5.1).
According to the pre-test results on computer simulation (Table 5-16), the expectations of the teacher participants were the lowest for authentic engagement compared to the other engagement components but yielded a small change of the mean in the post-test. In other words, the use of computer simulation in the intervention had no impact of practical significance (Table
5-17) on participants' perceptions of the effect computer simulation can have on authentic engagement.
CS strategies can be used to transfer scientific knowledge and skills effectively. Making connections between subjects through CS activities can afford integrating knowledge acquired in class to the real-world. These results align with the findings of Alexe (2013), Rackaway and Goertzen (2008) as stated in section 3.4.4, namely CS enhances the transfer of knowledge, skills, and abilities from the classroom to real-world environments. Exposing learners to simulations and tasks relevant to them in real-life provides a feeling of purpose and responsibility for their own learning progress and reinforces concepts taught earlier (Frederking, 2005). An application example is that the element carbon is present in coal and charcoal used daily.
Therefore, it helps to reach out to unengaged learners to engage in learning and to induce a positive effect on chemistry achievement. In the intervention, CS increased AGAU engagement by providing appropriate understandable science activities involving an active discussion in groups to get difficult unmotivated learners engaged in the learning (see section 5.3.4, 3.3.3.1).
Working in groups to complete the simulation activities provided on PhET and the worksheet promoted collaboration within the class leading to retaining and remembering both content and context, aligns with (Pinel 2017, Schlechty, 2011).
CS afforded an opportunity to use a variety of resources rather than a limited number of preselected references that require deleting irrelevant information (section 5.6.4 iii). CS also provides a variety of resources to make choices for solving problems. CS provides contextual activities and practices, including finding solutions to related problems, help learners to give meaning to scientific concepts (Gilbert, 2006; De Jong, 2008). According to Chi and Wylie (2014), the more engaged you are with resources the greater the learning gain. This implies that learning resources are essential factors for increased behaviour engagement (see section 3.4.3, 3.4.3.2, 3.5.3).
The results show that CS apply assessment of the activities as integration within the major task in a manner that reflects real-world assessment rather than a separate artificial assessment. This implies CS create opportunities to reflect on learning and real-world assessment. Moreover, the results indicate CS activities matched as nearly as possible real-world tasks of professionals in practice (see section 3.3.3, 3,3.3.1, 3.4.2.2).