





































Effects of Computer-based Simulations Teaching Approach on Chemistry Self-Concept among High School Students in Kenya


 Global Journal of Education and Allied Research (GJEAR) 
Volume.15, Number 1; January-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 1 

ASSESSING THE IMPACT OF COMPUTER-BASED SIMULATIONS 

ON CHEMISTRY SELF-PERCEPTION AMONG HIGH SCHOOL 

STUDENTS IN KENYA 

 
1Auma L. Mary and Nyaga P. Samuel 
 

Article Info  Abstract 

Keywords: Chemistry, Science, 

Computer-based Learning, 

Gender, Chemistry self-concept. 

 

DOI 

10.5281/zenodo.10571629 

 Chemistry education is essential in developing a scientific attitude in 

learners, but the poor performance of secondary school students in the 

subject has become a concern in Kenya. Factors such as the learners' 

chemistry self-concept can contribute to this issue. This study aimed to 

investigate the effectiveness of computer-based simulations (CBS) as a 

teaching approach to improve the chemistry self-concept of high school 

students in Nakuru Sub-county, Kenya. A quasi-experimental research 

design was used, involving the Solomon Four Non-Equivalent Control 

Group Design, with a sample size of 175 students. The Chemistry Self-

Concept Questionnaire (CSCQ) and a CBS module developed by the 

researcher were used to collect data. The results showed that students 

taught through CBS had a significantly higher level of chemistry self-

concept than those taught through Regular Teaching Methods (RTM). 

Furthermore, there was no statistically significant gender difference in 

self-concept towards Chemistry of students taught through CBS. The 

findings suggest that using CBS as a teaching approach could be a 

promising strategy to address the issue of poor performance in 

Chemistry. With the current impact of the COVID-19 pandemic, the use 

of computer-based learning has become increasingly important, making 

the results of this study relevant in this context. 
 

 

1. INTRODUCTION  

Chemistry is a branch of science that studies the composition and properties of matter and the changes it 

undergoes. Chemistry is far more than a collection of facts and a body of knowledge.   

It’s all about matter, which is anything that has mass and occupies space. Chemistry is sometimes called the 

central science because it bridges other natural sciences, including physics, geology and biology. According 

to Jegede (2007), it is a core subject for medical science, textile science, printing technology and chemical 

technology. Therefore, the essence of appropriate conception of concepts related to Chemistry is of a very 

great significance because the subject is very important to science and technology. Okere (1996) cites it as an 

important subject in choice of career in university.   

Applications of chemical science have contributed significantly to the advancement of human civilization. 

With a growing understanding and ability to manipulate chemical molecules, the chemist has all along been 

considered as a societal problem solver. They have brought many positive contributions to mankind such as; 

discovery of drugs and medicines to fight diseases, pesticides and herbicides for increased crop production. 

Chemistry has liberated mankind from superstition, magic, religion, mythology, astrology, philosophy, magic, 

                                                 
1 Department of Curriculum, Instruction and Educational Media, University of Kabianga, Kericho, Kenya 

https://zapjournals.com/Journals/index.php/gjear
http://www.differencebetween.com/difference-between-culture-and-vs-religion/
http://www.differencebetween.com/difference-between-culture-and-vs-religion/
http://www.differencebetween.com/difference-between-mythology-and-vs-science/
http://www.differencebetween.com/difference-between-mythology-and-vs-science/
http://www.differencebetween.com/difference-between-vedic-and-vs-western-astrology/
http://www.differencebetween.com/difference-between-vedic-and-vs-western-astrology/
http://www.differencebetween.com/difference-between-philosophy-and-vs-world-view/
http://www.differencebetween.com/difference-between-philosophy-and-vs-world-view/
http://www.differencebetween.com/difference-between-miracle-and-magic/
http://www.differencebetween.com/difference-between-miracle-and-magic/


Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 2 

spirituality, folklore and others. This is as a result of Chemistry being able to explain most of the natural 

occurrences and phenomena. Examples of such occurrences that earlier appeared mystical are like 

thunderstorms, lightning, burning among many others. Chemistry has also greatly contributed to 

environmental conservation to mention but a few.   

However chemistry has had a number of negative contributions such as the depletion of the stratospheric 

ozone layer by chlorofluorocarbons chemicals (CFCs). This has meant increased ultraviolet rays reaching the 

earth with serious consequences such as increase in skin cancer. CFCs are used in refrigerants, propellants in 

aerosol cans, hospital sterilisers, industrial solvents, and foam blowing agents. There has also been the problem 

of bioaccumulation of chlorinated organic pesticides in the food chain has brought about serious and deadly 

health complications to humans and animals.   

Despite the importance attached to Chemistry, students’ performance in the subject at the national 

examinations in many countries has remained poor. According to Trends in International Mathematics and 

Science Study ([TIMSS], 2011) 56 countries and other education systems administered TIMSS at grade eight. 

Less than half of the countries which participated had an average scale score of below 500. Scores on the 

TIMSS mathematics and science tests range from 0-1000. Both tests have an average scale score of 500, with 

a standard deviation of 100. Morocco, Indonesia, Lebanon and Ghana participated in the TIMSS 2011 but 

their scale scores were below average. According to Ogunniyi (2001) the overall performance of school 

Chemistry in developing countries is generally weak. The poor performance in Chemistry is very disturbing 

and if not checked, may jeopardize the placement chances of students in tertiary institutions, not only in 

chemistry education but also in other chemistry related disciplines. This has serious implications for Nigeria 

economy, security and manpower development (Gambari, et al, 2017).     

In Kenya despite the importance attached to Chemistry, the students’ examination results in the subject in 

Kenya Certificate of Secondary Education (KCSE) have remained poor (KNEC, 2013). Kenya National 

Examinations Council (KNEC) Report 2014 also showed continued decline in performance in Chemistry and 

its pass rates in KCSE examinations is the lowest compared to that of Biology and Physics (Keter, 2018).  In 

addition, the mean score in percentage was higher for boys than that of girls. The poor performance in 

Chemistry has raised an outcry from parents. A major factor that may contribute to such a situation is the 

learners’ chemistry self-concept which could be tied to the teaching approaches used by the subject teachers.   

Teaching approach refers to all the steps, processes, and set procedures that a teacher uses when presenting 

the contents of the lesson (Maundu, Sambili&Muthwii, 1998). In order to make students learn Chemistry 

effectively the teacher has to adopt the right method of teaching. In selecting the right method in a given 

situation the teacher has to be familiar with different methods of teaching and the nature of the subject (Kumar, 

Krishna & Rao, 2004). There are two main approaches in teaching namely; Expository (transmission) and 

Discovery (heuristic) teaching approaches (Mondoh, 2005).     

We live in an era of rapidly developing technology due to the widespread use of computer science and 

information technology, which have entered almost all areas of life. In the field of education, emerging 

technologies provide opportunities for enhancing and improving the learning and education process 

(Meccawy, 2017). As society becomes increasingly global and experiential, research suggests that students 

can benefit from alternative learning environments that extend beyond the classroom (Murugan & Kamisah, 

2018).   

Computer-Assisted Instruction (CAI) is one that has been lauded as able to teach concepts that are either 

difficult or dangerous (Allesi & Trollip, 2001). CAI programmes are categorized into drills and practice, 

simulations or hypermedia. Computer-Based Simulations (CBS) is able to present certain dynamic and 

complex concepts that are extremely difficult to explain using words, equations or class experiments. CBS 

with animated colour and graphic images is capable of presenting the dynamic nature of the process of 

electrolysis through a multi-sensory approach that lacks in the regular methods. The process of electrolysis 

may therefore greatly benefit from the use of computer-assisted instruction because the process does manifest 

itself visibly. Also, the use of computer-based simulations may save some money by reduction on cost of 

experimental work. If regular teaching methods are used in teaching science subjects, students understand the 

subject at knowledge level and they usually memorize the science concepts without understanding the real 

meaning. As a result they do not conceptualize the science concepts well as intended (Wesi, 2011). Such 

http://www.differencebetween.com/difference-between-carnality-and-spirituality/


Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 3 

factors influence student’s attitude, cognitive development and achievement in science and science education. 

It is known that it is not easy to eliminate misconceptions by just employing regular instructional methods. 

One of the ways to overcome this problem is to try to develop and use computerassisted instruction. CBS 

plays an important role in contemporary teaching and learning of science concepts (Chang, 2009). Computers 

can be used as a supplementary tool in order to achieve educational goals. It is reported that student abilities 

and skills are affected positively by use of computers (Bayraktar, 2000). It is also stated that the use of 

computers makes students feel confident and helps them to discover interactions among the components of a 

complex system (Ramjus, 1990). In addition most of the knowledge related to natural phenomenon is available 

in computers, hence students can be able to visualize the physical phenomena in a three dimensional form 

(Shamai, 2001). If CBS materials are developed and implemented in an effective way, student's achievement 

and affinity increases in science lessons (Lee, 2001). Integration of computers in chemistry classrooms can 

provide an effective learning environment for students to enhance their chemistry skills by engaging them 

with “real world” conditions to make the abstract concepts concrete and clear. In this way students can have 

a meaningful and retentive learning and they will be much more ready for their future education life such as 

university education or their professional life.    

All the changes taking place in the teaching and learning process demand a new learning environment to 

effectively harness the power of ICT to improve learning. ICT has the potential to transform the nature of 

education: where, when, how and the way learning takes place (Witfelt, 2000). The CBS environment provides 

a platform to apply the knowledge in a given situation and their interactions results in the discovery of new 

knowledge that will help cognitive domain development and the accumulation of knowledge (Shamai, 2001). 

ICT provides powerful tools to support the shift from teacher centred to learner centred paradigm and new 

roles of teacher, learner, curricula and new media (Holbrook, 2011).   

Before the onset of the COVID-19 pandemics, Kenya had a well-structured system of education. The primary 

and Secondary school calendar ran from January to December. The terms comprised of three months of fully 

learning and a month in-between for breaks. The syllabi were structured to be covered in nine months at most. 

During the one-month break, both teachers and learners would seize the opportunity to rest and refresh before 

getting back to another engaging three months (Gathuru&Mwenyeri, 2021).  

  

However, on March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in 

response to the first positive test of Covid19. This led to throwing into disarray learning programmes 

countrywide. The closure of institutions affected learners and teachers (Gathuru&Mwenyeri, 2021). 

Government of Kenya provided remote teaching support using the internet and television and encouraged 

academic institutions to adapt teaching material to create a more accessible online learning environment. This 

plan targeted both vulnerable students and teachers and aimed to capitalize on existing radio infrastructure to 

enhance the possibility of community-based learning. Online teaching and learning was not well established 

in both public and private school in Kenya before the COVID- 19 pandemic.  At the onset of this pandemic 

many Kenyan schools took teaching and learning online to prevent learning lose. It is this introduction of this 

online teaching and learning in Kenyan schools that provoked this study.   

This study investigated the effects of computer-based simulations teaching approach on chemistry selfconcept 

by gender among secondary school students in Nakuru Sub-county, Kenya.   

2. OBJECTIVES OF THE STUDY  

The following were the specific objectives of this study:    

a) To compare the self-concept towards Chemistry between students taught through CBS and those taught 

through RTM.   

b) To find out whether there is a gender difference in self-concept towards Chemistry of students who 

are taught through CBS teaching approach.   

3. HYPOTHESES  

In this study, the following null hypotheses were tested;   

Ho1: There is no statistically significant difference in secondary school students’ self-concept   in   Chemistry 

between those taught through CBS and those taught through RTM.    



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 4 

Ho2: There is no statistically significant difference in the students’ self- concept in Chemistry between male 

and female students who are taught through CBS teaching approach.    

4. METHOD  

4.1.  Research Design     

The study involved quasi-experimental research in which the researcher used Solomon Four Non- Equivalent 

Control Group Design. The design is considered rigorous enough for experimental and quasiexperimental 

studies. The secondary school classes once constituted exist as intact groups and school authorities do not 

allow such classes to be broken up and reconstituted. The research design may be represented in Figure 1;   

  

  
Figure 1. Solomon Four Non-Equivalent Control Group Research Design  Key  

O1 and O3 are pre-tests   

O2, O4, O5, and O6 are post- tests   

X is the treatment where students learn through CBS   

Experimental Groups E1 and E2 Control Groups C1 and C2   

Non-equivalent control groups…………………………….   

4.2.  Sample and Sampling Procedure   

A total of 175 students participated in the study. Purposive sampling was used to select participating schools. 

The unit of sampling was the schools rather than individual learners because secondary schools operate as 

intact groups. Each school provided the Form Two class to participate in the study. Simple random sampling 

was used to select the stream for purposes of data analysis if the school had more than one stream for a Form 

Two class. According to the Ministry of Education regulations, the average number of students in Kenyan 

secondary school classes is 45, so both the experimental and control groups were made of an average class 

size of 45 each.    

4.3.  Instrumentation   

Two instruments were used namely;    

• Chemistry Self- Concept Questionnaire (CSCQ)   

• CBS Module   

4.3.1. Chemistry Self- Concept Questionnaire (CSCQ)    

The CSCQ contained 20 Five- point Likert- type scale items designed to measure Form Two students’ 

selfconcept towards Chemistry. Students were asked to indicate whether they strongly agree (SA), agree (A), 

undecided (U), disagree (D), strongly disagree (SD) with each item in the questionnaire. The items in the 

questionnaire were closed-ended questions and were measured on a 5-point Likert scale. The highest score in 

the scale is (5) while the lowest is (1) per item. For questions with a positive stem, strongly agree (SA) scored 

highest (5) while strongly disagree (SD) scored lowest (1). For questions with a negative stem, strongly agree 

scored lowest (1) while strongly disagree scored highest (5). The maximum score was 100 while the minimum 

score was 20.   

4.3.2. CBS Module   

The Computer-Based Simulation Module was developed by the researcher with the assistance of computer 

experts. The Module consisted of 16 lessons taught over a period of four weeks. Experimental Groups 1 and 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 5 

2 and chemistry teachers were inducted for one week on basic computer operational skills to enable them to 

have easy navigation of the courseware. The developed simulation module was given to two computer 

education experts and three high school teachers knowledgeable in chemistry education to assess general 

design, format and sequencing of events, language level and subject content. Before being exposed to the CBS 

module the students were instructed on what to do and each one issued with a manual by the teacher. Students 

were allowed to go through the CBS module with the least help.   

4.4.  Data Analysis And Interpretation   

Data was analysed using inferential statistics; to test for differences between the control and experimental 

groups. Data was analysed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). 

ANOVA was used to determine if the control and experimental groups differ significantly among themselves 

on treatment. ANCOVA was used to level out differences among the groups. To test for differences between 

the pre-test mean scores for Experimental Group E1 and the Control Group C1, t–test was used. A t-test was 

also used to test on gender differences in achievement and self-concept. To make reliable inferences from the 

data, all statistical tests were tested for significance at alpha level at 0.05.   

Analysis of the pre-test CSCQ scores was done and the results obtained. Table 1 shows the independent 

samples t-test of the pre-test scores for CSCQ for Experimental Group1 and Control Group.  Table 1. 

Independent Samples t-test of the Pre-test Mean Scores on CSCQ  

  

Levene’s Test for           

Equality of Variance        

    t  test for e   

of mea n 

      

Varia-  Equal    ble 
Variances  F 
 CSCQ assumed 
.106   

  

Equal   

Variances   

Not assumed   

  

Sig.   

.690    

  

  

  

t   

-.559    

  

-.559    

  

df 
84    

  

82    

Sig   

(2-tailed)   

.578    

  

.578    

Mean   

Difference   

-1.069    

  

-1.069    

Std Error 
Difference  

1.913    

  

1.913    

df = 84, t-critical = 1.984, p<0.05   

The results in Table 1 showed that the mean score for Experimental Group 1 and Control Group 1 on CSCQ 

are not statistically significantly different since t(84)= -.559, p>0.05.This means that the groups used in the 

study exhibited comparable characteristics. The groups were therefore regarded as suitable for the study.  

Analysis of the pre-test CSCQ scores for Experimental Group 1 by gender was done and the results obtained. 

Table 2 shows the independent samples t-test of the pre-test scores for CSCQ.   

Table 2. Independent Samples t-test of the Pre-test Mean Scores on CSCQ Based on Gender for Experimental 

Group 1.   

  

Levene’s Test for             

Equality of Variance       

  

                  t  test for 

equal of 

means   

  

Variable  Equal    

CSCQ  Variances  F   

assumed   .106    

  

Equal   

Variances Not 

assumed   

  

Sig.   

.746    

  

  

  

t   

.040    

  

.040    

  

df 
41    
  

41    

Sig   

(2-tailed)   

.968    

  

.968    

Mean   

Difference   

.099    

  

.099    

Std  Error  

Difference  

2.497    

  

2.497    



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 6 

df = 41, t-critical = 2.00, p<0.05   

The results in Table 2 shows that the mean scores of female and male students are not statically significantly 

different since t(41)= .040, p> 0.05.This means that the groups used in the studyexhibited comparable 

characteristics.   

Pre-tests were administered to evaluate self-concept towards Chemistry. After the pre-test, students in the 

experimental groups were taught using CBS teaching approach while the control groups were taught using the 

conventional teaching methods. The use of a pre-test enabled the researcher to evaluate the similarity of the 

treatment and control groups prior to treatment.   

The results indicate that there was no significant difference in the post-test mean scores between Experimental 

Groups 1 and 2 and Control Groups 1and 2. The post-test results in this study did not indicate any interaction 

between the pre-test and the instructional intervention. If the pre-test provided a practice effect it would result 

in higher post-test performance by groups receiving the pre-test. A comparison of the post-test results of the 

four Groups does not indicate that the pretest provided a practice effect.    

4.5.  Effect of CBS on Students’ Self-Concept in Chemistry   

To determine the effects of CBS teaching approach on students’ self-concept in Chemistry, CSCQ mean scores 

were analysed using ANOVA and ANCOVA. This was to test hypothesis one, Ho1 which stated that there is 

no statistically significant difference in self- concept of students who are taught Chemistry through CBS and 

those who are not exposed to it. The posttest mean scores were analysed. Table 3 shows the CSCQ post-test 

scores of the students in the four groups.   

Table 3. CSCQ Post-test Mean Scores obtained by the Students in the Four Groups   

 
Group   N   Mean   Std Deviation   
Experimental Group 1   43    80.50    8.08    
Control Group 1   43    72.60    10.85    
Experimental Group 2   44    79.98    11.99    
Control Group 2   45    73.07    10.80    
Total   175    76.50    11.08    

The mean scores for Experimental Groups 1 and 2, which received treatment were higher than the mean scores 

of the Control Groups, suggesting that CBS had a positive effect on students’ chemistry self-concept. Though 

Experimental Group 2 was not pre-tested, the students in this group obtained more or less the same mean score 

as compared to the students’ in Experimental Group 1. This would suggest that the pre-test exercise did not 

have any effect on the students’ chemistry self-concept thereby reinforcing the fact that CBS contributed to 

the enhanced chemistry self-concept. To establish whether the mean scores were statistically significantly 

different, analysis of one way variance (ANOVA) was carried out and the results are shown on Table 4.   

Table 4. Analysis of Variance (ANOVA) of the post-test scores on the CSCQ  

 
  Sum of Squares   df   Means 

Squares   
of   F   Pvalue   

  

Between Groups  2367.40    3    789.13     7.104    0.000    

Within Groups  18996.34    171    111.09         

Total   21363.74    174           

F-critical= 2.60; df = (3, 171); p<0.05   

Table 4 shows the difference between and within groups is statistically significant F (3,171) = 7.104, p<0.05. 

In order to establish that there was significant difference between means, it was important to carry out further 

tests on the various combinations of means to find out where the difference occurred. The tests were done 

using Bonferroni post-hoc analysis. Table 5 shows the post-hoc comparisons of the post-test CSCQ mean 

scores for the four groups.   

Table 5. Post-Hoc Comparisons of the Post-test of CSCQ Mean Scores for the Four Groups   
(I) Group   (J) Group   Mean Differences    Std Error   Sig. (a)   

(I-J)     



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 7 

 
E1   C1   7.9707   2.273   .005   

  E2   .41808   2.260   1.000   

  C2   7.3286   2.247   .008   

C1   E1   -7.7907   2.273   .005   

  E2   -7.3726*   2.260   .008   

  C2   -.46202   2.247   1.000   

E2   E1   -.41808   2.260   1.000   

  C1   7.3726*   2.260   .008   

  C2   6.9106*   2.235   .014   

C2   E1   -7.3286*   2.247   .008   

  C1   .46202   2.247   1.000   

  E2   -6.9106*   2.235   .014   

 
The mean difference is significant at the 0.05 level. ⃰   

The results in Table 5 indicate that there is statistically significant difference in the students’ chemistry 

selfconcept between Experimental Group 1 and Control Group 1 and 2, and between Experimental Group 2 

and Control Group 1 and 2. However, the mean scores of both Experimental Groups 1 and 2, Control Groups 

1 and 2 were not significantly different. The Experimental Groups did not display any significant difference 

in chemistry self-concept probably because they were exposed to CBS. Therefore, it is reasonable to suggest 

that exposure of students to CBS enhanced their chemistry self-concept as compared to students in the control 

groups. Since this study involved non-equivalent control groups, it was necessary to confirm the results by 

performing analysis of covariance (ANCOVA). Table 6 shows the adjusted CSCQ post-test mean scores for 

the four groups.   

Table 6. Adjusted CSCQ Post-test Mean Scores for ANCOVA with KCPE Scores as Covariates   
Groups   N   Actual Mean   Adjusted Mean   

Experimental Group 1           43    80.40    80.40a   
Control Group 1                     43    72.60    72.59a   
Experimental Group 2   44    79.98    79.97a   
Control Group                        45    73.07    73.08a   

a Covariates appearing in the model are evaluated at the following: KCPE marks 279.5314.   

The mean scores of Experimental Groups 1and 2 were very comparable and much higher than the mean scores 

of Control 1 and 2. This may be construed to mean that the experimental groups that were exposed to CBS 

had better chemistry self- concept than the control groups which were not treated. Since the Experimental 

Group 2 and Control Group2 were not pre-tested the possible explanation for greater chemistry self-concept 

exhibited by the students in Experimental Group 2 was due to exposure to CBS.  The results of the adjusted 

means enabled an analysis of covariance to be done and the results are shown in Table 7.   

Table 7. Analysis of Covariance (ANCOVA) of the Post-test Scores on the CSCQ   

 
Dependent  -concept  variable:    

  
Chemistry Self df  
Source   
Type III Sum     

  
of Squares         Partial Eta   

   Mean Squares   F   Sig.   Squared   

Corrected Model              

2368.55a   4    592.14    5.299    .000    .111    
Intercept   8491.986    1    8491.986    76.000    .000    .309    



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 8 

KCPE   1.151    1    1.151    .010    .919    .000    
Groups   2363.429    3    787.810    7.051    .000    .111    
Error   18995.184    170    111.736          

Total   1045278.00    
Corrected Total    

175    

  
  

  

  

  

  

  

  

  

21363.737    174        

a.R squared = .111 (Adjusted R squared = .090)   

The findings of ANCOVA showed significant difference between the groups, F (3,170) = 7.051, p<0.05. To 

establish where the differences were located, a Post-hoc pair-wise comparisons based on ANCOVA were 

carried out and the results shown in Table 8.   

Table 8. ANCOVA Pair-wise Comparison on CSCQ Mean Scores  

 
E1   C1   7.804 ⃰   2.283   .001   
  E2   .038   2.275   .848   
  C2   7.326 ⃰   2.252   .001   

  
C1   E1   -7.804 ⃰   2.283   .001    E2   -7.365 ⃰   2.268   .001   

  C2   -.477   2.259   .833   

 
 

 

 

 

 

 

 

  ads 

E2  -6.888 ⃰   2.252  .003  

  
The mean difference is significant at the 0.05 level ⃰   

The results in Table 8 suggest that there was a statistically significant difference between Experimental Group 

1 and Control Groups 1 and 2, Experimental Group 2 and Control Groups 1 and 2. However, the experimental 

groups showed no significant difference between them. The same trend was observed with the control groups. 

From the results it may be interpreted that the students in experimental groups were more motivated and got 

interested in Chemistry after treatment than students in the control groups. This implies that CBS teaching 

approach enhanced students’ chemistry concept. Therefore hypothesis Ho2, which stated that there is no 

statistically significant difference in self-concept of students who are taught Chemistry through CBS and those 

who are not exposed to it, is rejected.  A comparison of the CSCQ pre-test and posttest means scores was 

carried out and the results obtained are shown in Table 9.   

Table 9. Pre-test and Post-test Mean Scores of Experimental Group 1 and Control Group 1   

  

E2   E1   -.438   2.275   .848  

  C1   7.365 ⃰ 2.268   .001  

  C2   6.888 ⃰ 2.252   .003  

C2   E1   -7.326 ⃰ 2.254   .003  

  C1   .477   2.259   .833  

( I) Group    J) Group  (   Mean Differences    
  I ( - J)    

Std Error    Sig. (a)    
  

  



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 9 

                                          Experimental Group1                        Control Group 1                                                   

N=43                                                      N=43    

  
Pre-test Mean                         56.86                                                         57.93                  Post -test Mean                  

80.40                                                         72.60  

  
The results of the comparison between Experimental Group1 and Control Group1 pre-test and post-test of 

CSCQ shows that the mean scores were comparable before the treatment as shown in Table 9. However, after 

the treatment it was observed that the mean scores of CSCQ in the posttest were different .This means that the 

CBS teaching approach resulted into a higher positive self-concept towards Chemistry than RTM did.    

The results of ANOVA and ANCOVA for CSCQ post-test mean scores indicate that CBS had an effect on 

students’ self-concept towards Chemistry. This implies that CBS  resulted to a higher positive self-concept 

towards Chemistry.   

The results of the pre-test showed that there was no significant difference in the means of the two groups. 

These results implied that the level of students’ self-concept in the two groups were similar before exposure 

to the intervention. The results of the post-test mean scores for the four groups were different. The results of 

the study indicated that CBS resulted in higher scores on students’ self-concept in Chemistry. The findings 

are in agreement with the earlier findings supporting capability of computer-based instructional programs to 

promote positive attitude and motivation. The findings indicate that the CBS teaching approach enhanced 

students’ chemistry self-concept. There is considerable evidence to support the contention that positive 

academic self-concept contributes to academic achievement. Martin, Klein and Sullivan (2007) showed that 

those who used computer program performed significantly better and had consistently more positive attitude. 

Solso (2011) supports the effectiveness of computer based simulation learning techniques in improving 

students’ self-concept in a study conducted in North Carolina for science students. Motivation is an attitude 

that is used in conjunction with self-concept, or the way one thinks about oneself to perform a task 

successfully. It is clear that the results are in agreement with the earlier findings showing that the use of 

computers promotes positive students’ attitude and motivation (Kiboss, 1997, 2002). People with positive 

self-concept will act in ways that will help them to outperform others, meet or surpass some standard of 

excellence, or do something unique. A research by Aasma-tuz (2010) in Pakistan showed that there is a 

relationship between academic and non-academic measures on students’ self-concept. The study also revealed 

that self-concept measures were positively correlated to academic outcomes. Johnson and Johnson (1989) 

reported that cooperative group work benefits students in improving their self-concept.  According to Wekesa 

(2003), CBI has the potential to improve students’ retention and interest. Serin (2011) showed that computer-

based instruction positively affected the attitude of the students toward science. He also found out that CBI 

motivates students to learn better by providing them with the immediate feedback and reinforcement and by 

creating an exciting and interesting game-like atmosphere.     

All students are influenced by the need to achieve to a certain degree. Those students, who hold a high desire 

of success, work hard to achieve (Pullmann& Allik, 2008). Kithaka (2004) on a project in Kenya for SMASSE 

argued that there is too much theoretical teaching of sciences. The CBS teaching approach is one approach 

that can help direct the teaching-learning process to move away from the theoretical approaches and recognize 

the learners’ important contribution to learning through active involvement. Parkinson (1994) points out that 

teachers must ensure that they make science as interesting and stimulating as possible.    

The findings of this study established the role played by CBS in the students’ perceptions on the image of 

Chemistry in secondary schools. The results showed that CBS had a positive effect on self-concept of students 

towards chemistry learning. The CSCQ scores indicate that CBS helped in improving the students’ level of 

self-concept to learn Chemistry irrespective of their academic ability. Achievement in Chemistry influences 

students’ self-concept and the students’ selfconfidence in a subject is an important factor that is likely to 

determine their success. Thus CBS teaching approach can influence the development of selfconcept in 

Chemistry. According to Centre for Mathematics, Science and Technology Education in Africa 

([CEMASTEA],2019), CBS activities helps to enhance learner’s critical thinking andproblem solving skills, 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 10 

The learners become objective, inquisitive, reflective, flexible, analytical, observant, skeptical, curious and a 

decision maker.    

4.6.  Effect of CBS on Gender Differences in Chemistry Self-concept    

Hypothesis two, HO 2 sought to find out whether there was a statistically significant gender difference in self-

concept towards Chemistry between students exposed to CBS teaching approach. Table 10 shows the ttest of 

the post-test mean scores for experimental groups with regard to gender.   

Table 10. Independent Samples t-test of the Post-test Scores on CSCQ Based on Gender   

  
 Levene’s Test for                                                                    t-test for equality of means  Equality 
of Variance       

  
Varia-  Equal           assumed   
ble Variances F Sig. t df CSCQ assumed .501 .481 .021 85   Sig   Mean   Std Error   
        (2-tailed)   Difference   Difference  
  Equal     .022   83   .983   .04726   2.21472   
  Variances           
  Not     .983   .04726   2.18795   

 df= 
85, t-critical= 1.984, p<0.05   

The results in Table 10 shows that there was no significant difference in the means of the two groups since t 

(85) = .021, p>0.05. There was no significant gender difference in self-concept towards Chemistry. 

Consequently, HO4 was accepted. Table 11 shows the adjusted post-test scores of CSCQ based on Gender 

using KCPE as covariate with Experimental Groups 1 and 2.   

Table 11. Adjusted Post-test Mean Scores of CSCQ Based on Gender for Experimental Groups 1 and 2   
Gender   N   Actual Mean   Adjusted Mean   Std error   

  

Female   38    80.21    80.217a   1.675    
Male   49    80.16    80.158a   1.474    

a.Covariates appearing in the model are evaluated using KCPE Marks =280.3448  

The mean score for female students was higher than the male students on CSCQ. The adjusted mean scores 

of female and male students compared closely with the actual mean scores. Table 12 shows the analysis of 

covariance of the post-test CSCQ mean scores of male and female students in Experimental groups1 and 2.   

Table 12. ANCOVA of the Post-test CSCQ Mean Scores Based on Gender for Experimental Groups   
Source     Type  III  df  Mean  F   Sig.   Partial   
Sum    of  Squares    Eta    

Squares   Squared    

 
Corrected Model   .528a  2   .264   .002              .998   .000   

Intercept   

  

4436.308   

  

1   

  

4436.308   

  

41.765   

  

.000   

  

.332   

  

KCPE   .480   1   .480   .005   .947   .000   
Gender   .074   1   .074   .001   .949   .000   
Error   8922.530   84   106.22         

Total   568286.00   87           

 

 

 

  wdqaC 

orrected   8923.058   86           
Total               



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 11 

 
The results showed that there is  still no statistically significant difference between the mean scores of the 

male and that of the female students who were exposed to CBS, F(1, 84) = .001,   p>0.05. This therefore, 

means that there was no gender difference in self-concept towards Chemistry between students taught using 

CBS. Therefore, H02 was accepted.   

The post-test mean scores of the CSCQ indicates that the difference between male and female students was 

not statistically significant. The results from ANCOVA showed that there was no gender difference in 

selfconcept between female and male students taught using CBS. The null hypothesis (Ho2) was therefore 

accepted at 0.05 significance level.   

Researches focused on gender studies have indicated that the self-concept towards science education differ 

between males and females. A declining interest in Chemistry and the underrepresentation of females in the 

chemical science was found (Banya, 2005). Positive self-concept towards Chemistry, the influence of role 

models and knowledge about the usefulness of Chemistry affect the decision of young female students about 

the study of chemistry (Banya, 2005). Despite the studies done, and the recommendations made, the attitudes 

of young female students towards science and Chemistry are still more positive (Sullivan, 2009).   Research 

studies on sex differences in academic self-concept show conflicting pattern of findings. Aronson (2002) notes 

that gender differences in verbal ability are negligible but differences in quantitative skills show that girls' 

computational skills are better at all ages and boys do better in mathematics conceptual word problems. The 

findings by Aronson (2002) are in agreement with the present findings where girls were motivated to improve 

their self-concept scores toward Chemistry. Sullivan (2009) argued that boys have higher self-concepts in 

mathematics and science than the girls. Previous research indicates that even the males and females score 

equally well on standardized tests of mathematics ability, the males hold higher self-concept of science ability 

and science value than females do, and males select more difficult mathematics course than the females do 

(Simpkins, Davis-Kean, & Eccles, 2006). Other studies show that there is no significant difference between 

boys and girls on chemistry self-concept (Yusuf, 2010). Proko, Tuncer and Chuda (2007) posit that teacher 

characteristics have a significant role on students’ attitude towards Chemistry. Perhaps this would explain the 

gender differences noted in this study since in CBS teaching approach the teacher is only a facilitator. 

Therefore, all learners should be given equal opportunity, the same level of motivation and encouragement 

irrespective of gender.   

In conclusion, the use of CBS brought about a change in the teachers’ role from that of a provider of 

information to that of a facilitator in the teaching/ learning process.  Teachers may resolve the use of CBS that 

emphasizes interactive student learning to teach difficult topics like electrolysis. Also their self- concept 

improved and this means therefore that there is a likelihood of chemistry performance rising above average.   

5. SUMMARY OF MAJOR FINDINGS  

The following are the major findings of the study:   

i. There is statistically significant difference in self-concept of students who are taught Chemistry through 

CBS teaching approach and that of those who follow conventional teaching methods.  ii. There is no 

statistically significant difference in Chemistry self- concept between boys and girls taught through CBS 

teaching approach.   

6. CONCLUSIONS  

The findings of this study established the role played by the CBS in the students’ perceptions on the image of 

Chemistry in secondary schools. The CSCQ scores indicate that CBS helped in improving the students’ level 

of self-concept to learn Chemistry irrespective of their academic ability. Achievement in Chemistry influences 

students’ self-concept and the students’ selfconfidence is an important factor that is likely to determine their 

success. The results revealed that there is no significant gender difference between boys and girls self-concept 

in Chemistry. Therefore all learners should be given equal opportunity, the same level of motivation and 

encouragement irrespective of gender. On the basis of the findings of this study, the researcher made a number 

of conclusions in relation to the two hypotheses of the study. These conclusions include:    

i. Students who are taught Chemistry through CBS acquire a higher level of self-concept in Chemistry than 

those taught through RTM. Research has shown a significant but weak correlation between academic self-



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (1) 

pg. 12 

concept and academic achievement. Even with the weak correlation as education goes online during this 

period of COVID-19 and use of CBS teaching approach can go a long way in increasing academic 

achievement. Therefore this CBS teaching approach is highly recommended as educational instituted take 

learning online during this COVI-19 pandemic period and the post pandemic period.   ii. CBS teaching 

approach does not influence Chemistry self-concept of the girls and boys differently. Since the influence of 

CBS is not gender dependent then it can be used with apprehensions that one of the gender will be 

disadvantaged. This CBS approach is recommended for high school and other levels of education.    

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