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Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda

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Abstract

The current research strives for examining the power of utilizing computer-based simulations on students’ academic performance and their perceptions of organic chemistry after using computer-based simulations during their learning of organic chemistry. The study adopted mixed-method research. A total of 72 students whose ages range from 16 to 18 years old were included in this study and they were chosen from two secondary schools that have a combination where chemistry is taught in Gicumbi District in Rwanda. Two classes at every school were selected. One class functioned as the control group, and the other functioned as the experimental group. Their regular chemistry instructors that functioned as a facilitator in the research taught the units of organic Chemistry. Each experimental group and control group comprised 36 students, making a total of 72 students in both groups. Pre- and post-tests were given to all 72 students in both groups. The dependability coefficient for the quantitative data, which was 0.791, was determined using an organic chemistry test. However, qualitative data were collected from only 20 students from the experimental group of 36 students after using computer-based simulation. The analysis of quantitative data was done by using the Statistical Package for the Social Sciences (SPSS software) where the mean of marks, standard deviation and the t-test were computed to report the research questions and to test the hypothesis. The findings revealed that the mean marks of students taught the units of organic chemistry by using computer-based simulations were extensively greater than those taught without using computer-based simulations. The findings also indicated that the students had a positive reflection, and motivation, and their understanding was increased after using computer-based simulations. Therefore, it was recommended that computer-based simulations should be used to improve students’ learning of organic chemistry.

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Acknowledgements

The authors recognize Assoc. Prof. Evode Mukama, lecturer at the University of Rwanda, College of Education (UR-CE), for his advice and assistance through this study. The authors also acknowledge the African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Rukara Campus, Kayonza, Rwanda, for its encouragement to conduct this study.

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  1. African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Kayonza, Rukara Campus, Rwanda

    Ezechiel Nsabayezu, Aloys Iyamuremye & Agnes Mbonyiryivuze

  2. School of Education, Department of Mathematics, Sciences and Physical Education, University of Rwanda-College of Education (UR-CE), Kayonza, Rukara Campus, Rwanda

    Janvier Mukiza, Emmanuel Gakuba, Francois Niyongabo Niyonzima & Theophile Nsengimana

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Appendix:Achievement Test/ 20 Marks

Appendix:Achievement Test/ 20 Marks

  1. 1.

    a) What do you understand by the term hydrocarbon? /0.5 marks.

  1. a.

    b) What is the relationship between the number of carbon atoms in a hydrocarbon and its boiling point? / 0.5 marks.

  1. 2.

    Explain the different steps of the chlorination reaction of methane/ 1 Mark.

  2. 3.

    Explain how ethene can be differentiated from carbon dioxide using a chemical test / 1 Mark.

  3. 4.

    State the necessary condition for the existence of cis-trans isomerism in alkenes?/ 1 Mark.

  4. 5.

    State the necessary condition for the existence of cis-trans isomerism in alkenes?/ 1 Mark.

  5. 6.

    What are the products of the dehydrohalogenation of the following compound? Show the major product in 1-Bromo-2-methylpropane / 1 Mark.

  6. 7.

    What are the products of the dehydrohalogenation of the following compound? Show the major product 3-chloro-3-ethyl pentane / 1 Mark.

  7. 8.

    With reference to alcohols, define intermolecular dehydration reaction./ 1 Mark.

  8. 9.

    Compare and contrast the preparation of ethanol by hydration of ethanol and by fermentation by putting an emphasis on the advantages and disadvantages of each process./ 1 Mark.

  9. 10.

    If you react ethanal with acidified potassium dichromate (VI) solution, what organic product would you get? ii. Write a half-equation for the formation of that product from ethanal./ 1 Mark.

  10. 11.

    Draw the structure of the alcohol you would oxidize in order to obtain each of the following compounds. (i) pentan-2-one (ii) Butanal/ 1 Mark.

  11. 12.

    The carbon-oxygen double bond present in aldehydes and ketones is very polar. What does this mean and how does it arise? / 1 Mark.

  12. 13.

    Find the structures that correspond to the systematic names below a) 2,2-dimethylpropanoic acid. /1 Mark.

  13. 14.

    Fatty acids are some of the raw materials used in the manufacture of soaps. How is this possible, to convert fatty acid into these important cleansing agents? /1 Mark.

  14. 15.

    Explain if tertiary amines can react with acid chloride. If it is possible what would be the expected product./ 1 Mark.

  15. 16.

    Draw the isomer that is; the most acidic of dichlorobutanoic acid. /1Mark.

  16. 17.

    Draw the isomer that is; the least acidic of fluoropentanoic acid/ 1 Mark.

  17. 18.

    Describe the chemical test that can be used to distinguish the following pairs of compounds: a)Ethanoic acid and 2-methylpropan-2-ol / 1 Mark.

  18. 19.

    Draw the structures of all amines of molecular formula C4H11N. Classify them as primary, secondary and tertiary amines. /1 Mark.

  19. 20.

    If protein molecules are made essentially of Carbon, Hydrogen, Oxygen, Nitrogen and amino acid side chains (a) What kind of bonds do you expect to see in those structures? (b) What kind of reactions do expect in those molecules?/ 1 Mark.

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Nsabayezu, E., Iyamuremye, A., Mukiza, J. et al. Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda. Educ Inf Technol 28, 3537–3555 (2023). https://doi.org/10.1007/s10639-022-11344-6

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