EFFECT OF SIMULATION INSTRUCTIONAL STRATEGY ONSECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ECONOMICS IN BOKKOS LOCAL GOVERNMENT AREA OF PLATEAU STATE
DOI:
https://doi.org/10.68653/0revqy55Keywords:
Simulation instructional strategies, Student achievement, Economics education, Quasi experimental design, Gender differencesAbstract
The purpose of this study was to investigate the effect of simulation instructional strategies on the achievement of secondary school students in Economics. A quasi-experimental design was used, involving a pretest and post-test of 250 students from two schools in Bokkos Local Government Area. The experimental group received simulation-based instruction, while the control group received traditional instruction. Results showed no significant difference in pre-test scores, but the experimental group's post-test mean score (80.2%) was significantly higher than the control group's (60.5%). The study also found a significant gender difference in the experimental group, with males outperforming females. The findings confirm that simulation is a highly effective strategy for improving student performance in Economics.
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