EFFECT OF INSTRUCTIONAL SIMULATION STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE

Abstract

The main purpose of this study was to determine the effect of instructional simulation strategy on Junior secondary school students’ academic achievement in Basic Science. A quasi-experimental research design was adopted and a multi-stage sampling technique was used to select Emohua Local Government Area. Simple random sampling by balloting was carried out in two rounds to select two schools and a sample size of (270) JSS 2 students. Basic Science Achievement Test (BSAT) instrument which was subjected to face and content validation of experts in science education was trial tested on 20 students of central education zone Rivers State. The reliability coefficient of 0.79 was obtained by using the Cronbach alpha formula. Analyses of the data collected were done by using mean and standard deviation to answer all the research questions while Analysis of Covariance (ANCOVA) was used to test all the hypotheses at a .05 level of significance. The result found that there was a significant difference between the mean score of those exposed to simulation and the lecture method in favour of simulation strategy. Gender does not have a significant effect on the mean scores of students exposed to simulation strategy. The study recommends the use of simulation strategy and equal opportunities to all students in the class.