Effectiveness of PhEt Simulations on Conceptual Understanding of Protein Synthesis in Selected Secondary Schools in the City of Kigali

Armel Tuyizere Ishimwe & Marcellin Rutegwa
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
College of Education, University of Rwanda.
Email: tuyisharm12@yahoo.fr

Abstract: This study investigated the effectiveness of PhEt simulations on protein synthesis conceptual understanding and effects of PhET simulation-based instruction towards protein synthesis in senior four secondary students. The study was a quasi-experimental pretest-posttest with a control group design. The sample of the study consisted of 107 senior four students doing biology in their subject combination in selected secondary schools in Kicukiro and Nyarugenge Districts. Over the course of a week, the experimental group (n=57) received instruction using PhET simulations whereas the control group (n=50) received teaching using traditional methods. The pretest-posttest and a protein synthesis attitude scale were used to collect data. The data were analyzed using the independent samples t-test in R core Team 2022. The study’s findings showed that the PhET simulation-based instruction had a favorable effect on students’ protein synthesis conceptual understanding as well as their attitudes towards protein synthesis. Students in the experimental group (M=79.23, SD=6.75) had a higher level of conceptual understanding of protein synthesis than those in the control group (M=55.88, SD=5.18). In terms of attitudes, the experimental group presented higher levels of positive attitudes towards protein synthesis than the control group.