The Effectiveness of Simulations in Supplementing Traditional Physics Laboratory Experiments, Students’ Performance and Attitudes towards Simulations

Abstract

This research focuses on measuring how the use of simulation can effectively influence the performance of learners and the attitude of learners towards the use of simulation technology. The research employed: quasi-experiments where the participants were divided into control and experimental groups to measure the effects of simulation technology in supplementing traditional laboratory experiments, and questionnaires to investigate the state of physics laboratories and the attitudes of both learners and teachers towards the use of simulation technology. Results gathered from these investigations will contribute to science education in Dutsin-Ma Local Government of Katsina State, Nigeria by emphasizing the application of computer-simulated technology in the area of physics laboratory experiments when facilitated by the teacher and used independently by the students to proffer an alternative to traditional laboratories and physics experiments. It will also encourage the use of computer technology and improve digital literacy among both teachers and students. This will open more room for scientific experiments in physics which would not be limited only to the laboratory but anywhere so far as the required software is readily available. The review of the literature also reported different effects of simulations on different types of knowledge. Some studies showed that simulations had a significant impact on factual knowledge and others on procedural knowledge (Bello, et al., 2016).