The computer-based simulation and students’ attitudes towards chemistry in Rwandan selected schools.

The data uploaded here were collected with intention of responding to research questions which were to identify if there were differences in students’ attitudes among the groups (Experimental and Control). One group taught chemical reactions by using simulations and one used conventional methods and how well students perceived the use of simulations in their learning. The study was a quasi-experimental design where pre-test and post-test were conducted before and after the intervention. Structured interviews and questionnaires were used to collect data. SPSS and Excel were used to analyze the study findings. The results show that before the intervention students were at the same perspective about the difficulty and show less interest in chemistry but those from the experimental showed great improvement in their attitudes after the intervention, especially in the domain of difficulty and interest in chemistry. The results also show that students were motivated by simulations to learn chemistry, increased their confidence in solving chemistry problems and improved their collaboration skills.