Software-Based Simulations as An Aid in Teaching Chemistry

Abstract

INTRODUCTION

Computer-Aided Instructional Material (CAIM) is now considered as one of the innovations in teaching. It provides remedy in making the teaching-learning process an entertaining experience for learners. With this, the problem about students' interest towards the subject is, in a way, given an effective solution. One interesting, free-source software that is relevant in teaching concepts in chemistry is the application named "ATOMSCOPE" . This CAIM is focused in providing comprehensive understanding in molecular level about certain concepts in chemistry such as chemical bonding, behavior of elements, and other chemical processes.

METHODS

This study is focused on the validity and effectiveness of the ATOMSCOPE. The CAIM was used during the teaching-learning process. Two (2) sections in grade 9 were subjected as respondents and survey method was utilized to gather primary data relevant to the goal of the research. A self-made questionnaire was distributed to each of the respondents. This instrument used in gathering the needed data consisted of three (3) parts: a) about the Software; b) about the simulations of the software; andc) about its relevance/Usefulness in the teaching-learning process.

RESULTS

To interpret the data gathered through normative survey from a total of 60 respondents, weighted mean was utilized as statistical tool. The results were found to be a positive feedback. Students answered "strongly agree" to the following: 45% that the application is easy to access; 47% the software is convenient to operate; the application is useful in the learning process, 70%; the software is relevant to Science is 63%; and, 75%of the respondent learned from the software. 53% the simulations are entertaining; 72%, the simulations are informative; simulations are comprehensive 50%; 56% simulations are relevant to Chemistry; and 72% of the respondents learned from the simulations of the software.

DISCUSSIONS

In general, the results had shown a positive feedback towards the use of the software in the learning process. Specifically, the research outcomes suggest that: 1) relevant CAIMs in teaching concepts can be effective in achieving desired learning concepts; 2) CAIMs entertains and stimulates students' interest that impact to their academic performance; and 3) teachers are more effective in teaching when they integrate relevant CAIMS to aid learning. This research promotes other future related researches pertaining to integration of relevant CAIMs in teaching-learning process.