Effect of Computer Simulations on the Retention of Biology Content Among Form Three Students in Public Secondary Schools in Kesses Sub-County, Kenya

This study investigated the effect of computer simulations on the retention of Biology content among Form Three students in public secondary schools in Kesses Sub-County, Kenya. Guided by Constructivist Learning Theory, this study adopted a mixed-methods approach combining a quasi-experimental design using the Solomon Four-Group model with a descriptive survey design. The population consisted of 1,755 Form Three students and their Biology teachers across 39 public secondary schools. A sample of 240 students from four co-educational schools was selected using simple random sampling. The experimental groups were taught using computer simulations. In contrast, the control groups received instruction through conventional methods such as chalk-and-talk and traditional Practical over a six-week instructional period. Data were collected through pre-tests and post-tests to assess academic performance and content retention, as well as questionnaires and lesson observation checklists to evaluate student engagement and teaching practices. Quantitative data were analysed using descriptive statistics, paired t-tests, and ANOVA. The results indicated that students exposed to computer simulations demonstrated significantly higher retention of Biology content compared to those taught using traditional methods. The findings provide practical implications for Biology teachers, curriculum developers, education policymakers, and stakeholders interested in leveraging technology to enhance science education in Kenya