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.