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首页> 外文期刊>Asian Journal of Information Technology >Effect of Interactive Computer Simulation Package on Senior Secondary School Students Achievement and Retention in Genetic Concepts
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Effect of Interactive Computer Simulation Package on Senior Secondary School Students Achievement and Retention in Genetic Concepts

机译：交互式计算机模拟软件包对高中生遗传概念中成就和保留的影响

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This study investigated the effects of computer simulation instructional packages on senior secondary school students? achievement and retention in genetic concepts. The study adopted a pretest posttest quasi-experimental design with non-equivalent groups. Four research questions were formulated to guide the study. Four null hypotheses were posed and tested at 0.05 level of significance. The population of the study was all the 8,109 Biology students in Gombe central education zone, Gombe state, Nigeria. The sample of the study constituted 121 students derived from the two purposively selected co-educational Senior Secondary Schools in the study area. Data was collected using Genetic Achievement Test (GAT) and Genetic Retention Test (GRT). Mean and standard deviation were used in answering the research questions while Analysis of covariance was used to test the null hypotheses. The study revealed that interactive computer simulation instructional package has significant effect on improving students? achievement and retention in genetic concepts than computer simulation package without interaction. The result also revealed that gender has no significant effect on students? achievement and retention in genetic concepts when exposed to either of the packages. It was recommended that Biology teachers should adopt the use of interactive computer simulation instructional packages for teaching genetics in senior secondary schools.
机译：这项研究调查了计算机模拟教学包对高中生的影响？遗传概念的成就和保留。该研究采用了非等价组的前测后测准实验设计。提出了四个研究问题来指导研究。提出了四个无效假设，并以0.05的显着性水平进行了检验。该研究的人口为尼日利亚Gombe州Gombe中央教育区的所有8109名生物学学生。这项研究的样本构成了来自研究区域内两所故意选择的男女同校的高中的121名学生。使用遗传成就测试（GAT）和遗传保留测试（GRT）收集数据。均值和标准差用于回答研究问题，而协方差分析用于检验原假设。研究表明，交互式计算机模拟教学包对提高学生的学习效果有显著作用。在遗传概念上的成就和保留要比没有交互作用的计算机模拟包好。结果还表明，性别对学生没有显着影响？暴露于任何一个包装中时遗传概念的实现和保留。建议生物学教师采用交互式计算机模拟教学包在高中遗传学教学中使用。

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