Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

7037690, ISSN 2822-4353

Research Article

Improving the Discussion of the Different Kinds of Plants through

Computer Simulation
Jacqueline Pableo*, Fabrienne Adiong, Riza Alberca, Mariel Ansag, Cherry Mae Antone, Leicel Asma, Lendy Asma,
Jericho Bandillo, Erica Calimot, Elsie Cauba, Jaykee Rose Celestian, Jessa Erojo, Ethel Gabato, Mariel Gabuya,
Farah Mae Gonzaga, Maricel Jardin, Lisamae Lariba, Junneziel Montemor, Nikkie Novero, Marites Lanticse,
Antonieta Minyamin, Zandro Perez, Jingoy Taneo, Cyril Cabello
For affiliations and correspondence, see the last page.

Abstract
Teaching pedagogies have been tested over time. The works of literature pay less attention to how
teachers are working so hard to look for a strategy that can effectively deliver the topic, especially
incorporating technology in discussing the different kinds of plants. This study assessed the effectiveness
of computer simulation as a strategy in discussing different kinds of plants among the grade 3 learners of
Bugho Integrated Elementary School. There were two groups – experimental and controlled groups –
with 15 respondents each. A quasi-experimental research design was used in this study. The scores
exhibited almost equal means, controlled (8) and experimental (9) in the pretest. The posttest delivered a
three-point difference from the mean (14) of the controlled group to the mean (17) of the experimental
group. With the 0.05 significance level, the results between the controlled and experimental groups were
found to be significant (p=0.05). The findings of this study will pave the way for a new strategy to make
each learning experience meaningful. Thus, this study implies that when the teacher is using a
computer simulation strategy, the learners got higher scores than that of traditional teaching in
understanding the topic of different kinds of plants. As a result, the researchers suggested that
Computer Simulation be used as a strategy in teaching other Science topics; school administrators revisit
the curriculum and design a more student-oriented teaching tool and design an instructional plan that
encourages students’ motivation to learn with the utilization of technology.
Keywords: Computer Simulation, Effective Strategy, Different Kinds of Plants, Traditional Teaching,
Student-oriented Teaching Tool

Introduction new strategy in comparison to the conventional

Science can be taught in a variety of ways, methods,
and strategies and so learners receive information in a
variety of ways. Teachers must use a variety of
teaching strategies to guarantee that all students learn;
it is believed to be essential for looking for a strategy
that would directly enhance the transmission of
knowledge in learners' intelligence. Nowadays, science
teachers can select from a variety of means, including
free-access websites, commercial websites, and other
means; it has also been stated that computer simulation
(CS) has become widely available and accessible to
them over the last three decades (Bell & Smetana,
2008). In the study of Bell & Trundle (2007), a well-
designed CS with knowledge restricting training
method is convenient in developing systematic
comprehension; it is also an engaging tool for
students’ knowledge by enabling them to investigate
experiences, ask questions, and seek answers;
understanding that the simulation needs to be
stimulating enough to keep learners interested, and not
too difficult for students to use it productively
(Podolefsky et al., 2010).
Scientific experts examined the effectiveness of the
strategy, several people have utilized computer
simulation to both increase the effectiveness of
conventional strategies and to more effectively help
students understand complex ideas but none of these
studies focus on the teaching of the different kinds of
plants utilizing this strategy (Blum, 2017). Hence, a
computer capable of simulating the parts of different
kinds of plants can be very beneficial in providing a
realistic way of teaching the concept.
There are several topics in the Grade 3 Science
subject, and one of them is the discussion about the
parts of different kinds of plants. This topic might
summarize the scientific understanding of parts of the
different kinds of plants utilizing computer simulation
or visualization. It is said that plant sciences are the
scientific study of plants in all of their forms and
communications where its main organs are roots,
stems, and leaves; also, these will let the plants live
and reproduce in a wide range of surroundings.
Niinemets et al. (2011) stated in their study that the
structural properties of plants, such as the thickness of
leaves are required for machine-driven information of
plant physiological processes that take place in above-
ground organs, like photosynthesis in leaves; the study
used X-ray CT to identify and measure the above-

Pableo et al.
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Research Article
ground of plant structures.
The researchers used computer simulation as their
strategy in conducting this quasi-experimental study.
Computer simulations facilitate the science education
and learning concepts, it has enormous potential for
improving them and it can provide interactive,
authentic, and meaningful learning experiences for
students. Abstract topics would be easier to understand
since students would be able to create a survey and
receive immediate response (Bell & Smetana, 2008).
Previous studies concluded that using computer
simulation to achieve conceptual understanding in
science learning is one method (Widiyatmoko, 2018).
This strategy could be used in class to help students
comprehend the topic and improve their skills as they
work through the computer simulations.
According to Bayraktar (2014), using computers in
education is more effective than conventional methods
of instruction. According to this study, simulations can
supplement traditional education. It is focused on the
constructivist philosophy concept, which highlights
the students’ knowledge through scientific experience
(Bell & Smentana, 2008). Sese (2015) added that the
Philippines is underdeveloped, and the country as a
whole is crawling when it comes to this field due to
highly developed science technologies. Despite the
difficulties, there is a growing interest in botany in
primary and secondary schools, and the country is
actively organizing lectures, which is a promising start
for the country's brighter science education.
Furthermore, the introduction of new imaging tools
marks a major b r eak th r ou g h in stu den ts’
comprehension of plant structure and function.
Cholmsky (2003) and Ramasundarm et al. (2005)
stated that simulations possess the ability to consider
complex ideas easier to learn, genuine, and significant
allowing students to visualize, alter and receive direct
feedback regarding intangible natural phenomena.
Subban (2012) sees learning as a social and
collaborative process, and what happens in the
classroom has the responsibility of both the instructor
and the learner. Multiple skills in scientific learners
can be motivated through the use of computer
simulations, including observing, measuring,
analyzing, forming hypotheses, and analyzing
outcomes. It is focused on the concept of
constructivism, and highlighted learners’ knowledge
based on scientific discovery (Droui & Hajjami, 2014);
it also helps students to directly build metacognition
and consider their own understanding; increase
encouragement in the class (Martinez-Jimenez et al.,
2003); also, to show on its own a useful prediction tool
Pableo et al.
(Mahdi et al., 2018). The primary motivation for
conducting this research with pre-service teachers is
that it is assumed that if they are given scientifically
sound explanations of the topics they will teach in the
future, they will teach these concepts to learners
appropriately.
In this study, computer simulation is operationally
defined as a strategy that can be effective for students
learning when used in the classroom in presenting
lessons through video clips and other forms of
technology, where learners can clearly captivate the
lesson about different kinds of plants. In this way,
learners will visualize the parts of different kinds of
plants, giving them a better perspective on how to
describe the parts of a plant. According to Weller
(2006), learners may be able to illustrate things and
procedures that are outside of their regular perceptions
thanks to the simulations. Further, computer
simulations have the ability to produce cognitive
dissonance and logical transformation more
successfully from firsthand knowledge
This study assessed the effectiveness of computer
simulation in discussing the parts of different kinds of
plants among grade 3 learners. This inquiry also aimed
to know the respondents’ conceptions of describing the
parts of different kinds of plants through computer
simulation on a relatively small number of
respondents.
Research Questions
This study determined the effectiveness of computer
simulation as a strategy in teaching the parts of the
different kinds of plants among Grade 3 learners.
Further, this study elicits pertinent information in
answering the following questions:
1. What is the pre-test result of the two groups of
respondents?
1.1 Experiment Group
1.2 Controlled Group
2. What is the post-test result for the two groups
of respondents?
2.1 Experiment Group
2.2 Controlled Group
3. Is there a significant difference between the pre-test
and post-test scores of the controlled and experimental
groups?
Literature Review
This part enumerated the different crucial references
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Research Article
and works of literature that will provide substantial
claims about the importance and relevance of the
construct of the study. The several highly refereed,
scholarly created articles, manuscripts, and journals
were carefully chosen by the researchers following the
basic tenets of inclusion criteria in the literature
review.
Computer science can appeal to a diverse range of
interests and abilities. Children must understand how
to produce digital technology and software in primary
school. Unfortunately, computer science instructors
have recognized numerous incidents of learners having
difficulty learning and using computers over the years.
According to Grissom et al. (2003), some factors are
involved, including teachers’ lack of adequate
computer knowledge, the absence of a computer in the
classroom for practice, and students’ absence of
interest resulting in the lack of computers in the
classroom for practical, and extra charges for using a
school computer. He also added that low performance
in computer studies is caused not only by the manner
of instruction and the attitude of the teachers who
teach the subject but also by students’ lack of adequate
computer skills. Basic computer skills are crucial in
studying computer science concepts because when
learners are proficient in using a computer, they are
more likely to perform well in the subject.
According to Devore (2006) and Friis et al. (2007),
this type of technique or strategy could be used to
examine a variety of traits of plants such as their fruits,
flowers seeds, and pollen, also the vegetative parts
such as stems, roots, and leaves, where botanists
continue to study a more thorough method for
examining the whole parts of the plants and its
functions. It also stated that a crucial advantage for
studying unusual species is the capacity to visualize
structures functional imaging. This literature also
raised the importance of using visualization with the
use of computers or any means in discussing the
aforementioned topic. It was also emphasized that
simulation contributed a big portion to students’
academic performance in science class.
As stated by Verboven et al. (2015), most of the new
technologies have been applied to visualize any plant
structure, including stems, photographed, or
visualized. Characterizing the 3D structure of leaves,
for example, could help the students better
comprehend the organ of the plant called leaves. The
study added that fruits and flowers are more visibly
three-dimensional, delicate, and hard to handle, which
are frequently considered planar objects. Findings
revealed that computer simulation can boost
Pableo et al.
conceptual knowledge compared to a mix of
observation and simulation. This literature aligns with
the objective of the current study in verifying that
computer visualization or simulation impacts learners’
academic achievement.
In the study of McKinney (2018), to illustrate the
distribution of elements within plants, a range of
methodologies can be utilized. These methods have
benefits and drawbacks, and for many research teams,
choosing the most suitable method and analyzing the
data from various methods can be challenging. This
can analyze the range of the elements, detection limits,
ability to be quantitative, resolving power, and
whether organisms can be studied. Fresh or frozen
moisturized (without separation process) or whether
dehydration is essential (such as freeze-drying
analysis) are a few indications of how these different
methodologies differ. We compare several methods
that can be used to map the variations within plants.
According to Turner & Dankoski (2008), in order to
operate effectively in modern technology-driven
schools, students are expected to learn a number of
competencies. Development of science competencies,
21st-century skills, subject literacy, academic
communication literacy, science literacy, and visual
literacy are among these capabilities. Visual
representations, including diagrams and animations,
are then employed to portray these occurrences on a
wider scale, assisting students in their subject
knowledge construction. Students and teachers
suggested that there is a need to improve their
visualization skills in order to work effectively with
visual models.
In the study of Naps et al. (2003), the value of
visualization in education is determined apart from
how effectively learners learn from using it, as well as
how frequently teachers utilize it. Visualization,
according to teachers, aids in student learning.
However, the incorporation of techniques for
visualizing things hasn’t been used to their fullest
extent in classroom instruction. This academic paper
examined this disconnect, determining its underlying
cause as a failure to comprehend the needs of a key
member namely the instructor. They highlighted these
needs and offer recommendations for the efficient
application of visualization as well as the evaluation of
instructor satisfaction. Then we look at various types
of assessment and the effect of learner outcomes on
student learning styles.
As stated by Ouahi (2021), compared to traditional
ways of teaching, simulation technologies have a lot of
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advantages. They can show users abstract ideas, let
them use simulated equipment, and give feedback to
help them learn and improve. Students can watch and
interact with a real-world experience through
simulation. By trying out simulations, students can
learn more about science topics that are hard to
understand.
It is necessary during this pandemic to do studies to
realize how useful a certain method is (Perez et al.,
2022). Teachers need to come up with a solution for
how to give quality instruction through modular
instruction (Cabello, 2022; Riconalla et al., 2022).
Learners occasionally put things off (Olleras et al.,
2022) due to a decrease in interest in the topic,
particularly Science. The use of computer simulation
as a teaching method for science lessons on topics like
the different kinds of plants can stir students’ curiosity
and encourage them to contribute what they know
about the subject. However, at this time, parents are
the ones completing the modules’ tasks (Abucejo et
al., 2022). If the learners have good internet
connectivity, they can utilize the online resources if
they are having trouble grasping scientific ideas
(Bahinting et al., 2022). Even if an unexpected
incident like the coronavirus hides the quality of the
instruction being provided to them, learners should
keep learning (Ando et al., 2022).
This study may demonstrate that there is always a way
to explain a subject in the most interesting and
informative way possible. It is pertinent to utilize
various instructional approaches to effectively
elaborate on the topic. In this way, learners can
understand and absorb the complex concepts which
can help them concretize their understanding of the
topic.
Methodology
This section entails the nature of the methodology.
This is quantitative research utilizing a quasi-
experimental research design. This method is essential
for action research, which aims to test how effective a
strategy is by dividing the respondents being tested
into two groups (the control group and the
experimental group) that are set up and controlled
correctly. There will be a pre-test and a post-test for
both groups. The controlled group will learn about the
different parts of plants the way they have always been
taught, while the experimental group will use a
computer simulation to test a new method. There will
be 30 students from Grade 3 in the same section. The
study will use the weighted mean and a two-tailed T-
Pableo et al.
test using the Statistics Package for Social Sciences
(SPSS). This section also includes the respondents,
data gathering methods, and a data analysis
plan.
Respondents
There will be 30 students from Grade 3 in the same
section. Two groups will be formed from them: the
controlled group (15 respondents) and the
experimental group (15 respondents). The discussion
on the different types of plants was completed in a
week’s time.
Instrument
The instrument used in the study is a researcher-made
pretest and posttest. This instrument has been used by
the teacher who did the demonstration for quite some
time. The instrument went through several revisions
purposely to gauge the learners’ academic
performance. The instrument consists of 25 items all in
multiple choice.
Data Gathering Methods
A letter of communication will be crafted and sent to
the Office of the School Principal for approval. After
the approval of the letter, the researchers will inform
the respondents that they will be part of the study. The
invitation is set to be voluntary without coercion or
any exchange of possible grade accommodation. The
ethics of the study will be religiously followed. After
receiving the confirmation of agreement from the
respondents, the researchers will divide the
respondents accordingly. There were 15 students or
respondents per group. After that, the pre-test will be
administered. The pre-test was designed and construed
by the researchers and went through face validity and
content validity. The controlled group will have the
traditional way of learning the topic, which is the
different kinds of plants, while the experimental group
will have computer simulation as a strategy for
learning the lesson. After that, the administration of
the post-test commenced. The post-test was also
crafted and designed by the researchers and went
through the same process as the pre-test as their
content was just the same. The data gathered will be
subjected to the appropriate statistical tests set in this
study.
A flow chart was created to have a clear picture of
how the gathering of data would be conducted.
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Figure 1. Flow Chart
Scope and Limitations
This study set its limitations within the Municipality of
Moalboal. Among the schools under this municipality,
the Bugho Integrated Elementary School was chosen
by the researchers. Specifically, the respondents are
coming from the grade 3 level where the teacher is
specialized in science. In this way, there is an easy and
convenient way of gathering the data.
Data Analysis
The study will use the weighted mean and a two-tailed
T-test using the Statistics Package for Social Sciences
(SPSS).
Weighted Mean
The weighted mean will be used to describe the pretest
and posttest results.
T-test
The t-test is widely used in establishing critical points
of a distribution area whether a sample is greater than
or less than a certain range of values. This is also used
to prove the null hypothesis's acceptance and rejection.
This can also be used in the different statistical
analyses comparing two sets of values.
Results and Discussion
This part answered the research questions set in this
Pableo et al.
study with discussions and substantiation from the
different peer-reviewed articles.
Table 1. Pretest Results of the Two Groups
Table 1 depicts the overall results of both pretest
scores of controlled and experimental groups. The
result stated that the control group garnered an overall
average of 8 and a standard deviation of 2.00.
Meanwhile, the experimental group garnered score a
mean and standard deviation of 9 and 3.52
respectively. The data being gathered illustrates that
most of the learners of the controlled and experimental
group got a below-average of 75% set by the
Department of Education.
Based on the results of the two groups, this implies
that the learners have a scarcity of knowledge about
the topic – different kinds of plants. The results of the
study conducted by Rutten & der Veen (2012)
emphasized that topics in science are indeed complex
and should be elaborated further. Cholmsky (2003)
and Ramasundarm (2005) stated that simulations
possess the ability to consider complex ideas easier to
learn, genuine, and significant allowing students to
visualize, alter, and receive direct feedback regarding
intangible natural phenomena. The study of Hmelo
(2004) supported this claim by highlighting that prior
knowledge about a certain topic can be of great help to
the learners to understand the complex concept.
The results of the two groups depicted that these
learners have shallow knowledge about the topic
different kinds of plants. This can be a database to
evaluate what kind of treatment we should utilize to
answer this gap. It is pertinent to utilize various
instructional approaches to effectively elaborate the
topic. In this way, learners can understand and absorb
the complex concepts which can help them concretize
their understanding of the topic.
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Table 2. Posttest Results of the Two Groups
Table 2 shows how the controlled and experimental
groups did when the topic was taught traditionally and
when computer simulations were used. The data show
that the control group has a mean score of 14 and a
standard deviation of 2.43. On the other hand, the data
of the experimental group presented an overall mean
of 17 and 3.61 as their standard deviation. With this, it
is observed that both two groups showed progress with
their academic performance regardless of what
instructional strategy was being utilized during the
discussion.
The results showed that the two groups have different
scores which imply that when the teacher is using
computer simulation strategy, the learners got higher
scores than that of traditional teaching in
understanding the topic–different kinds of plants. In
the study of Naps et al. (2003), the value of
visualization in education is determined apart from
how effectively learners learn from using it, as well as
how frequently teachers utilize it. The major issues are
how computer simulations could enhance conventional
methods of procedures and how to make the most of
them improve learning outcomes and practices.
Instructors give priority to learners’ when learning
objectives are taken into account, being shown and
clarified, and clear correlation is being expressed for
the occurrences. The unnecessary intellectual
processes were prevented with the use of computer
simulation. In general, the concept that computers and
technology are being implemented does not lead to a
lead in giving learners a rise to good practice. Instead,
they serve as tool to assist teachers in achieving
several pedagogical objectives.
It can be gleaned that the utilization of the new
strategy had a little different to the one that uses the
traditional teaching. However, the difference is so
minimal that attainment of learning was almost equal
either in the control or experimental group. With this,
in the discussion of this topic, the new strategy
manifests a higher degree of learning towards the
learners.
Pableo et al.
Table 3. Pretest and Posttest Difference between
Controlled Group and Experimental Group
Table 3 demonstrates how the data were evaluated to
determine the difference between the Pretest and
Posttest scores of the control and experimental groups.
The table shows that the pre-and post-test scores of the
two groups are meaningfully associated. This indicates
that the scores of pupils in the two groups differ
significantly.
The table presented that the pretest scores of both
groups and their posttest scores signify meaningful
difference. With this, in the study of Bell & Smetana
(2008), they highlighted that science can be taught in a
variety of ways, methods, and strategies and so as
learners receive information in a various way.
Cholmsky (2003) and Ramasundarm (2005) stated as
well that the new strategy has the ability to create
knowledge conceptualize, more engaging, genuine,
and meaningful by allowing learners to visualize,
modify, and receive direct feedback regarding
intangible natural phenomena. Subban (2012) sees
learning is a social and collaborative process, and what
happens in the classroom has the responsibility of both
the instructor and the learner.
It is being implied that as the learners take the test with
just prior knowledge have acquired the different level
of understanding when they took the test utilizing both
strategies – the traditional way and the new strategy.
The table also provided an implication that in the
manner of delivering the topic, the new strategy may
be utilize to further corroborate the lesson and
effectively discussed the topic in a way that a learner
can understand.
Conclusion
Through the use of computer simulations, learners may
be able to depict concepts and process their cognitive
area which are outside of their typical perceptions,
challenging the traditional manner that grade 3
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students are being taught about different kinds of
plants, making teaching more effective and fun.
Accordingly, computer simulations have the ability to
produce cognitive difference and rational
transformation more successfully than direct
experience. In this study, simulation is a strategy that
is defined to be effective for student learning when
used in the classroom through video clips and also an
efficient way for the learners to visualize and
remember more. Multiple skills in scientific learners
can be motivated through the use of computer
simulations, including observing, measuring,
analyzing, forming hypotheses, and analyzing
outcomes. Furthermore, the findings of this study will
pave the way for a new strategy to make each learning
experience meaningful.
It is recommended in this study that more research can
be conducted in assessing the effectiveness of
computer simulation to other subjects in order to verify
the validity of the findings. This study showed that
Computer Simulation was a great way to teach about
many different plants. As a result, the researchers
suggest that Computer Simulation be used as the new
strategy; school administrators revisit the curriculum
and design a more student-oriented teaching tool and
design an instructional plan that encourages students'
motivation to learn with the utilization of the new
strategy.
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Affiliations and Corresponding Information
Jacqueline C. Pableo
Cebu Technological University – Moalboal Campus, Philippines
Fabrienne C. Adiong
Cebu Technological University – Moalboal Campus, Philippines
Riza Q. Alberca
Cebu Technological University – Moalboal Campus, Philippines
Mariel G. Ansag
Cebu Technological University – Moalboal Campus, Philippines

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Cebu Technological University – Moalboal Campus, Philippines
Leicel C. Asma
Cebu Technological University – Moalboal Campus, Philippines
Lendy C. Asma
Cebu Technological University – Moalboal Campus, Philippines
Jericho P. Bandillo
Cebu Technological University – Moalboal Campus, Philippines
Erica S. Calimot
Cebu Technological University – Moalboal Campus, Philippines
Elsie S. Cauba
Cebu Technological University – Moalboal Campus, Philippines
Jaykee Rose O. Celestian
Cebu Technological University – Moalboal Campus, Philippines
Jessa P. Erojo
Cebu Technological University – Moalboal Campus, Philippines
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Cebu Technological University – Moalboal Campus, Philippines

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Cebu Technological University – Moalboal Campus, Philippines
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