Impacts of the use of a digital simulation in learning earth sciences (the case of relative dating in high school)

Youssef  Nafıdı; Anouar  Alamı; Moncef  Zakı; Bouchta  El Batrı; Hanane  Afkar

doi:10.36681/

Authors

Youssef Nafıdı
Anouar Alamı
Moncef Zakı
Bouchta El Batrı
Hanane Afkar

DOI:

https://doi.org/10.36681/

Keywords:

Earth Sciences, relative chronology, high school, learning, simulation

Abstract

In an attempt to evaluate the impact of the use of a simulation on the learning concepts of relative dating, a study was carried out with first year students at the Technical High School of the city of Taza (Morocco). The method of the study was semi-experimental research design with pre-test and post-test. The study used two groups including the experimental (n = 16) and control (n = 16) groups. The learning outcomes of both groups of students were compared and analysed for significance using the Student’s t-test and the Mann-Whitney U test. The findings showed that the integration of a simulation of relative chronology can have a positive effect on students’ learning if it is properly integrated at an appropriate time during the students’ training.

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