Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education

James Sifuna; George Simiyu Manyali; Thomas Sakwa; Alima Mukasia

doi:doi:10.11648/j.sjedu.20160401.11

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Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education

James Sifuna, George Simiyu Manyali, Thomas Sakwa, Alima Mukasia

Published in Science Journal of Education (Volume 4, Issue 1)

Received: 22 December 2015 Accepted: 4 January 2016 Published: 8 January 2016

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Abstract

Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.

Published in	Science Journal of Education (Volume 4, Issue 1)
DOI	10.11648/j.sjedu.20160401.11
Page(s)	1-8
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

STEM, Simulation, Solomon-Four-Quasi- Experimental Design, Kurder-Richardson 21 Formula, T-test, ANOVA, Origin 9.0, Purposive Sampling

References

[1]	Barberousse, A., and P. Ludwig, 2009. “Models as Fictions,” in Fictions in Science. Philosophical Essays in Modeling and Idealizations, London: Routledge, 56–73
[2]	Fraenkel JR, Wallen NE,Hyun H(2011). How to design and evaluate research in education (8^thed.). Boston, MA: McGraw-Hill Education
[3]	F-Value Calculator (http://www.danielsoper.com/statcalc3/calc.aspx?id=4) accessed online on 25^th December 2015.
[4]	IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
[5]	John K. Thiong’o et al., Effects of computer-based simulation module on secondary school students’ achievement in understanding of magnetic effect of electric current. ISSN-2360-7963:Vol. 2(8): pp 096-102, August, 2014.
[6]	Kenya National Examinations Council (2015). The year 2014 Kenya certificate of secondary education, (K.C.S.E) Examination report. Nairobi: KNEC
[7]	Mang’ana Secondary School, Exam series (2015). The year 2015, End of Term Examinations for Form 1 Term 2. Webuye, Kenya.
[8]	Origin (Origin Lab, Northampton, MA)
[9]	P-value calculator for an F-test (http://www.danielsoper.com/statcalc3/calc.aspx?id=7) accessed online on 25^th December 2015.
[10]	Republic of Kenya (2007). Kenya Vision 2030: A globally competitive and prosperous Kenya. Nairobi: Government printers.
[11]	Sekaran U (2010). Research methods for business: A skill building approach (4^thed.). New Delhi: Wiley India
[12]	Smetana L K, Bell RL (2012). Computer simulations to support science instruction and learning: A critical review of the literature. In. J. Sci.Educ., 34(9):1337-1370
[13]	Tanel Z, Erol M (2008). Effects of cooperative learning on instructing magnetism: Analysis of an experimental teaching sequence lat. AM. J. Phy. Edu, 2 (2):124.
[14]	Ted A. Baumgartner, Matthew T. Mahar, Andrew S. Jackson, David A. Rowe Measurement for Evaluation in Kinesiology 2016, page 372. https://books.google.co.ke/books?id=_oCHCgAAQBAJ&printsec=frontcover#v=onepage&q&f=false
[15]	Thiong’o, JK (2013). Effects of computer-based instructional simulation module on secondary school students’ achievement and attitude towards physics and perception of classroom learning environment in Nyeri County. Unpublished Master’s Thesis, Egerton University, Kenya.

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APA Style

James Sifuna, George Simiyu Manyali, Thomas Sakwa, Alima Mukasia. (2016). Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Science Journal of Education, 4(1), 1-8. https://doi.org/10.11648/j.sjedu.20160401.11

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ACS Style

James Sifuna; George Simiyu Manyali; Thomas Sakwa; Alima Mukasia. Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Sci. J. Educ. 2016, 4(1), 1-8. doi: 10.11648/j.sjedu.20160401.11

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AMA Style

James Sifuna, George Simiyu Manyali, Thomas Sakwa, Alima Mukasia. Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Sci J Educ. 2016;4(1):1-8. doi: 10.11648/j.sjedu.20160401.11

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@article{10.11648/j.sjedu.20160401.11,
  author = {James Sifuna and George Simiyu Manyali and Thomas Sakwa and Alima Mukasia},
  title = {Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education},
  journal = {Science Journal of Education},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.sjedu.20160401.11},
  url = {https://doi.org/10.11648/j.sjedu.20160401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160401.11},
  abstract = {Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.},
 year = {2016}
}

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TY  - JOUR
T1  - Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education
AU  - James Sifuna
AU  - George Simiyu Manyali
AU  - Thomas Sakwa
AU  - Alima Mukasia
Y1  - 2016/01/08
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160401.11
DO  - 10.11648/j.sjedu.20160401.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160401.11
AB  - Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.
VL  - 4
IS  - 1
ER  -

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Author Information

James Sifuna

Computational and Theoretical Physics Group (CTheP), Physics Department, Masinde Muliro University of Science and Technology, Kakamega, Kenya
George Simiyu Manyali

Computational and Theoretical Physics Group (CTheP), Physics Department, Masinde Muliro University of Science and Technology, Kakamega, Kenya
Thomas Sakwa

Computational and Theoretical Physics Group (CTheP), Physics Department, Masinde Muliro University of Science and Technology, Kakamega, Kenya
Alima Mukasia

Computational and Theoretical Physics Group (CTheP), Physics Department, Masinde Muliro University of Science and Technology, Kakamega, Kenya

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APA Style

James Sifuna, George Simiyu Manyali, Thomas Sakwa, Alima Mukasia. (2016). Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Science Journal of Education, 4(1), 1-8. https://doi.org/10.11648/j.sjedu.20160401.11

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ACS Style

James Sifuna; George Simiyu Manyali; Thomas Sakwa; Alima Mukasia. Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Sci. J. Educ. 2016, 4(1), 1-8. doi: 10.11648/j.sjedu.20160401.11

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AMA Style

James Sifuna, George Simiyu Manyali, Thomas Sakwa, Alima Mukasia. Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education. Sci J Educ. 2016;4(1):1-8. doi: 10.11648/j.sjedu.20160401.11

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@article{10.11648/j.sjedu.20160401.11,
  author = {James Sifuna and George Simiyu Manyali and Thomas Sakwa and Alima Mukasia},
  title = {Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education},
  journal = {Science Journal of Education},
  volume = {4},
  number = {1},
  pages = {1-8},
  doi = {10.11648/j.sjedu.20160401.11},
  url = {https://doi.org/10.11648/j.sjedu.20160401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160401.11},
  abstract = {Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education
AU  - James Sifuna
AU  - George Simiyu Manyali
AU  - Thomas Sakwa
AU  - Alima Mukasia
Y1  - 2016/01/08
PY  - 2016
N1  - https://doi.org/10.11648/j.sjedu.20160401.11
DO  - 10.11648/j.sjedu.20160401.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 1
EP  - 8
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20160401.11
AB  - Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.
VL  - 4
IS  - 1
ER  -

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