International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Daniel Gata Abalas, Keswet Larai Andrew (Ph.D), Michael Segun Abifarin (Ph.D)
Department of Science and Technology Education, University of Jos, Nigeria
Abstract: The study sought to examine the effects of simulation strategy on senior secondary school Biology academic achievement in Plateau Northern Senatorial Zone, Nigeria. Two specific objectives and two research questions were raised and two hypotheses formulated and tested at .05 level of significance. Quasi-experimental research design, specifically the pre-test-post-test non-equivalent control group design was used in the conduct of this study. The population of the study consisted of all the 5130 SS II Biology students, 2795 males and 2335 females). The sample size was 74 SS II Biology students, which consisted of the experimental group with 44 students (19 males and 25 females), and control group with 30 students (17 males and 13 females). The instruments used for the study was, Human Circulatory System Achievement Test (HCSAT) which was developed and validated by the researcher. The research questions raised were answered using mean and standard deviation while the hypotheses formulated were tested using ANCOVA and ANOVA. The study showed that the achievement mean scores of the experimental group was higher than the mean scores of the control group after treatment. This signifies that simulation strategy improves students’ achievement more than the traditional method of teaching Biology. The study recommended the need for teachers to used simulation strategy in teaching so as to improve students’ achievement in Biology.
Keyword: Simulation; Simulation Strategy; Academic Achievement; Biology.
I. INTRODUCTION
Science is a branch of knowledge that deals with the study of facts systematically arranged and showing the operation of general laws. The objectives of teaching sciences as contained in the Nigerian National Policy on Education (2014) is to equip students to live effectively in the modern age of science and technology. The national policy on education (2014) further reiterates that science teaching and learning is an instrument for inculcating necessary scientific knowledge, skills and competencies to students so as to equip them with necessary skills needed for useful living. The science subjects that are taught to students at the senior secondary schools include mathematics, chemistry, physics, biology and geography among other. These subjects are the basis of any science subject required of science students at the secondary school level of education. Biology is the science of life that studies living matter, structure, functions and