The scientific study of biology is crucial in solving global issues about agriculture, health, and the environment. Despite its importance, Kenyan public secondary school students still demonstrate poor practical biology skills. Ineffective teaching methods and limited access to lab facilities are frequently blamed for this poor performance. Potential answers for improving students' interest and skill learning in practical topics are provided by recent developments in educational technology, especially the use of computer simulations. The usefulness of computer simulations in enhancing biology practical skills is still up for debate, though. This study examined how the Form Three Biology students in public secondary schools in Kesses Sub-County, Kenya, acquired practical skills utilising computer simulations. The study adopted a mixed methods approach and revolved around the constructivist learning theory. The theory emphasises learner-centred approaches and participatory knowledge construction. Survey research was combined with an approach that was quasi-experimental based on the Solomon Four-Group model. A sample of 240 students from four coeducational schools was selected by simple random sampling from the target population, which consisted of 1,755 form 3 students. This study explored how computer simulations affect students' development and retention of practical skills in Biology, as it is compared to conventional teaching methods like lectures and hands-on experiments. Over six weeks, data were gathered through pre-tests, post-tests, surveys, and observation checklists. Statistical tools such as descriptive analysis, paired t-tests, and ANOVA were used to interpret the results. The key findings were that Students who learned through computer simulations showed significantly improved acquisition and retention of Biology practical skills versus those who were taught via traditional methods. These results highlight the benefits of incorporating simulation tools in Biology instruction, particularly in settings where resources are limited. The findings are relevant to teachers, curriculum developers, and educational policymakers.
Karambu et al. (Mon,) studied this question.