Abstract: This study investigated the effects of computer simulation instructional packages on senior secondary school students achievement and retention in genetic concepts. The study adopted a pretest posttest quasi-experimental design with non-equivalent groups. Four research questions were formulated to guide the study. Four null hypotheses were posed and tested at 0.05 level of significance. The population of the study was all the 8,109 Biology students in Gombe central education zone, Gombe state, Nigeria. The sample of the study constituted 121 students derived from the two purposively selected co-educational Senior Secondary Schools in the study area. Data was collected using Genetic Achievement Test (GAT) and Genetic Retention Test (GRT). Mean and standard deviation were used in answering the research questions while Analysis of covariance was used to test the null hypotheses. The study revealed that interactive computer simulation instructional package has significant effect on improving students achievement and retention in genetic concepts than computer simulation package without interaction. The result also revealed that gender has no significant effect on students achievement and retention in genetic concepts when exposed to either of the packages. It was recommended that Biology teachers should adopt the use of interactive computer simulation instructional packages for teaching genetics in senior secondary schools.
Uche D. Asogwa, Abdullahi Muhammed, E.N. Asogwa and T.O Ofoegbu, 2016. Effect of Interactive Computer Simulation Package on Senior Secondary School Students Achievement and Retention in Genetic Concepts. Asian Journal of Information Technology, 15: 2313-2321.