Assessing the impact of adaptive digital simulations on the conceptual understanding of molecular biology among graduate students in Delta State, Nigeria

Abstract

The study examined the nature and influence of adaptive digital simulations on the conceptual understanding of molecular biology in the hands of the graduate students of chosen public higher educational institutions in Delta. A quasi-experimental design was employed using the pretest, post-test results from 76 students who came from Molecular Biology and other postgraduate subjects. A design based on multistage sampling was chosen using the deliberate selection of university and department, and then randomly assigning the class to either the experimental group, which would have the adaptive digital simulations or the control group, which only had the traditional instruction. The data were collected using the Molecular Biology Conceptual Understanding Test (MBCUT), a package containing adaptive digital simulation (ADSP), Students' Perception Questionnaire (SPQ), and logs of engagement with the simulation platform. All these instruments were validated by experts with Cronbach's alpha > 0.70 to check reliability. The duration of the instructional intervention, employing adaptive digital simulations or traditional instruction, extended from 6 to 8 weeks following onboard post-test scores concerning conceptual understanding and the students' perceptions. Data collected were analyzed by paired sample t-tests, independent sample t-tests, ANCOVA, Pearson correlation, and regression analysis explaining the triadic relationship between conceptual understanding, engagement, and prior knowledge. It was observed that students in the experimental group receiving adaptive digital simulations significantly outperformed peers in the control group larvae of the traditional group in post-test scores (t = 4.62, p < 0.05) regardless of the levels of prior knowledge (ANCOVA, F = 28.56, p < 0.05, partial η² = 0.28). A few regressions had suggested that 18% of variance in post-tests was predicted by pre-socialization scores (R² = 0.18) as evidence of substantial involvement of prior knowledge, suggesting that cognition gained had a lot to do with the simulation intervention. Furthermore, students' engagement with the simulations was positively correlated with high scores on the post-test (r = 0.62, p < 0.05), drawing attention to the importance of active participation in technology-mediated teaching. From the results obtained, the study concluded that adaptive digital simulations can significantly lend to the toolkits of Nigerian higher education as enhancers of conceptual understanding in molecular biology through providing active learning and leading to better educational results