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.本次上传的数据集采集自两项核心研究问题的探究：一是验证实验组（Experimental）与对照组（Control）学生的态度是否存在差异，二是评估学生对教学中使用模拟工具的学习感知效果。其中，实验组采用化学模拟仿真开展化学反应教学，对照组采用传统教学方法。本研究采用准实验设计，在教学干预前后分别开展前测与后测。数据采集采用结构化访谈与问卷调查两种方式，数据分析使用SPSS与Excel完成。结果显示，干预前两组学生对化学学科难度的认知水平相近，且对化学的学习兴趣均偏低；而实验组学生在干预后态度得到显著改善，尤其在化学难度感知与学习兴趣维度上提升明显。此外，研究结果表明，模拟工具有效激发了学生的化学学习动机，提升了他们解决化学问题的自信心，并改善了其协作能力。