The Impact of Computer-Based Simulation on Primary Students’ Achievement and Interest in Learning Earth’s Rotation and Revolution

Many students hold misconceptions about the concepts of Earth’s rotation and revolution, often due to factors such as prior knowledge, associative and humanistic thinking, incomplete reasoning, incorrect intuition, and differences in cognitive development, abilities, and interests. These misconceptions hinder students’ understanding of fundamental astronomy concepts, particularly in primary science education. This study aims to examine the effectiveness of Computer-Based Simulation (CBS) in enhancing students’ achievement and interest in learning the topic of Earth’s rotation and revolution. CBS is an Information and Communication Technology (ICT) tool that facilitates meaningful learning by modelling real-life situations through computer programs, enabling students to explore complex scientific phenomena interactively. This quasi-experimental study involved 42 Year 4 students selected through purposive sampling. Participants were divided equally into a treatment group (n = 21) that received instruction using CBS and a control group (n = 21) that received conventional instruction. Data were collected through pre- and post-tests to measure achievement, and an interest questionnaire was administered before and after the intervention. The data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test). The findings indicate that the use of Computer-Based Simulation had a positive and significant effect on students’ achievement and interest in the topic of Earth’s rotation and revolution. The results suggest that CBS is an effective instructional tool for addressing misconceptions and promoting interactive learning in primary science. It is recommended that science educators integrate CBS into teaching abstract astronomy concepts and develop training programs to equip teachers with the necessary skills for implementing ICT-based simulations in the classroom. Future research should explore the long-term effects of CBS on conceptual retention and its applicability to other science topics.