Chisha Eliphas¹, Overson Shumba^1,

This study explored the impact of integrating computer simulations and videos in addition to lecture discussions on learner’s understanding of concepts on atomic physics and radioactivity. The study was a randomly assigned pre-test post-test counter balanced quasi-experimental design involving two grade 11 classes at a secondary school located in Kitwe on the Copperbelt Province of Zambia. One class was assigned to be the experimental group while the other was made the comparison group for six lessons. Post-test results were analysed following teaching using computer simulations, video and lecture method (experimental group) and using videos only and lecture method (comparison group). In the second half the groups were swapped for purposes of counterbalancing. Post-tests on achievement were analysed yielding a comparison of the groups under the different treatments. Results indicated that the mean of the experimental group (E_post-test = 66.60%) was significantly higher than the mean of the comparison group (C _post-test = 45.68%) (t = 4.179; df, 37; p = .000; α = .05). The results indicated a substantial effect size by Cohen's d of 1.34. Overall, the results suggest that integrating computer simulations and videos into teaching atomic physics and radioactivity significantly enhances learners' performance.

achievement, atomic physics, PhET, radioactivity, simulation, video