The impact of computer simulations on the performance of grade 11 learners in electromagnetism Jonas Kwadzo Kotoka 1 and Jeanne Kriek 2 1 Student at the Institute for Science and Technology Education, University of South Africa, 2 Institute for Science and Technology Education, University of South Africa 1 kotokajk@gmail.com , 2 kriekj@unisa.ac.za This study examines the impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mgwenya circuit in the Mpumalanga province. The study followed a non-equivalent control group design. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used to determine the impact of computer simulations on the performance of grade 11 learners in electromagnetism. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post – test than the control group. In the analysis of the short-answered written questions, the experimental group outperformed the control group. Average normalized gain, (<g>), introduced by Hake on conceptual learning was calculated as 0.18 for the control group which is consistent with Hake’s low <g> course and 0.32 for the experimental group which is consistent with Hake’s medium <g> course. It was concluded that computer simulations influenced the higher performance of the learners in the experimental group. Background Science teachers nowadays have access to choose a range of computer simulations and some of these simulations are available at free-access internet sites, commercial internet sites, and resident commercial software producers (Trundle & Bell, 2010). According to Wieman, Adams, and Perkins, (2008) research shows that, learners learn better, when they construct their own understanding of scientific ideas within the framework of their existing knowledge. To accomplish this process, learners must be motivated to actively engage with the content and must be able to learn from that engagement. Interactive computer simulations can meet both of these needs. It is hoped therefore that interactive computer simulation usage may hold the key to learner’s visualization of the abstract concepts in electromagnetism. Aim of research This research therefore seeks to answer the question, what is the impact of computer simulations on the performance of Grade 11 learners in electromagnetism? Theoretical framework The major theoretical perspectives which support Computer-Based Instruction (CBI) as a means of enhancing student learning are constructivism, and situated learning or situated cognition (Thomas & Emereole, 2002). A critical component of theories of constructivism is the concept of the zone of proximal development (ZPD), based on the work of Vygotsky (1978), which posits that learning takes place by the learner completing tasks for which support (scaffolding) is initially required.