EFFECTIVENESS OF SIMULATION TECHNIQUE ON TEACHING AND

LEARNING OF BASIC SCIENCE IN SELECTED JUNIOR SECONDARY

SCHOOLS IN BOSSO LOCAL GOVERNMENT AREA OF NIGER STATE

BY

ABUBAKAR, Muideen Olabisi

ABSTRACT

The use of best teaching technique to deliver instructions, equip students with skills and
knowledge to further in the field of science and help in national development has been
emphasized by scholars and educators. In spite of all efforts and innovations in education
poor performance have been reported in both internal and external examination. This poor
performance of students especially in Basic Science has been the concern to all and
especially science educators. Lack of instructional material, lack of interest and motivation to
learn coupled with poor teaching method and poor teachers’ attitude led to poor
performance of students. It is on this note that study intends to find out the effectiveness of
simulation technique in teaching and learning of Basic Science in junior secondary schools
of Bosso Local Government Area of Niger State. The study adopted a quasi-experimental
design, that is, a non-equivalent control group. JSS 2 students were sampled for the study
randomly. Instrument design for the study is a Basic Science Performance Test (BASPT).
Research questions and hypotheses were analyzed and tested. Analysis of Covariance
(ANCOVA) computed by Statistical Package for Social Science (SPSS) 23 was employed. The
result of the study shows calculated value of 0.072 with mean difference of 0.11 and 0.068
with mean difference of 0.17 at 0.05 significance level. The findings shows that simulation is
effective in teaching and learning Basic Science, simulation can be use at any point in
teaching and learning process and it can be substitute with demonstration and role play.
However, the best method to substitute simulation technique is role. It was therefore
recommended that simulation technique should be encourage in teaching and learning of
Basic Science and teachers should be trained to use simulation technique.

Introduction
The importance of teaching methods in the teaching and learning process can never be
overemphasized because of role they play in the accomplishment of various goals, aims or
teaching objectives. Hence, a good knowledge of teaching methods by the practicing teacher
is pertinent for the successful delivery of his lessons (Jayantha, 2018). There are various
teaching methods that the teacher can use to deliver his lesson. Teaching according to Kanno
(2011) should not connote sheer passing on of, or imparting of desirable knowledge to a
passive learners who must or demand regurgitate the acquired and stored knowledge.
Teaching is seen as an attempt to help someone acquire or change some skills, attitude,
knowledge, idea or appreciation (Glark & Starr in Jayantha, 2018). John in Jayantha (2018)
defines teaching as helping other persons to learn. Also, Veronica in Jayantha (2018) defines
it as a process during which teacher and students create and share certain environmental
ideals, including set values and benefits which in turn may colour their views of reality.
Teaching therefore, is concerned with the interaction between the teachers and learners
resulting in purposeful learning; which is a permanent change in behavior characterized by a
survival value. Method simply means a way of doing something or an approach or a position
which a teacher adopts as recurrent instructional process applicable to various subjects
matters and useable by more than one teacher. Method is a patterned teacher-behaviours and
delivery systems design to enhance learning among students. For meaningful teaching to be
achieved the teacher must be acquainted and employed proper teaching method and these
includes, demonstration method, simulation game strategy, lecture method, inquiry, play way
method, field trip/excursion among others. The focus of this study is to measure the
effectiveness of simulation technique in teaching and learning of Basic science in junior
secondary school.
Simulation is a setup or a scenario where the teacher design or define a “world” and placed
the learners in this world to interact with. It is a make-real teaching strategy. Simulation
represents a reality within which students interact (Sulaiman, Mustapha & Ibrahim, 2016).
Teacher controls the parameters of the “world” and uses it to achieve the desired instructional
results. Simulation strategy is a student centred, experiential and activities-based strategies of
teaching. Ahmed in Iwanyanwu, Obeka and Lakpini (2016) defines simulation “as a way
little children imitate the way elders behave and perform their responsibilities in actual life
situation.” The most powerful method of learning is through the learning by doing approach,
also known as the experiential learning Novak in Iwanyanwu, Obeka and Lakpini (2016).
This implies that when learner is directly involved in the teaching and learning process they
tend to be motivated to learn and assimilate at a very good pace.
One of the core and compulsory subjects in the new curriculum is Basic Science and
Technology. The subject is presented to the learner at the lower basic level as Basic Science
and Technology while it is taught at the middle basic level as Basic Science (Danjuma,
2015). It is however, taught at the upper basic level as separate subjects in the form of Basic
Science and Basic Technology. Obioma et. al, in Danjuma (2015) asserted that the aim of
separating the two concepts is to specifically emphasize and strengthen technology and
entrepreneurship.
Statement of the Problem
Emphasis has been laid on the need to use the best teaching technique meaningfully, to equip
students with skills and knowledge to further in the field of science and help in national
development, yet poor performance have been reported in both internal and external
examination. This poor performance of students in Basic Science is a major concern to all
and especially science educators. Several factors that led to poor performance in Basic
Science have been observed to include; lack of instructional material or improvised materials
to demonstrate or explain abstract concepts, practical activities and field work, poor attitude
of students towards Basic Science, lack of interest and motivation to learn, poor attitude of
Basic Science teacher, teacher’s qualification and above all teaching methods which can
influence students positively or negatively among others.
The traditional methods commonly used by teachers do not cater for the individual interest
and rate of learning. It is therefore pertinent for Basic Science teachers to identify methods
that will be suitable for teaching. Such methods must provide opportunity for individual
differences in learning. Simulation technique has been found with the feature since it
provides for working in small groups, encouraging participation by everyone and exchange of
scientific ideas/concepts when students are given instructional materials to work with. This
study focuses on the effectiveness of simulation technique in teaching and learning Basic
Science in Junior Secondary School in Bosso Local Government Area of Niger State.
Research Questions

The following research questions will guide the study.

i. How effective is simulation technique on academic performance of students taught a
concept in Basic Science?
ii. What is the difference between the performance of rural and urban students taught a
concept in Basic Science using Simulation technique?
iii. Which method is the best substitute for simulation technique between demonstration
and role play?
Hypotheses
Ho1: There is no significant difference in the effectiveness of simulation technique on the
performance of students taught a concept in Basic Science.
Ho2: There is no significant difference in the performance of rural and urban students
taught a concept in Basic Science using Simulation technique.
Research Methodology
The study adopted a quasi-experimental design. Specifically, a non-equivalent control group
design was used. In other words, a pre-test and post-test design was used. The population for
this study comprised of all first year Junior Secondary School (JSS 1) students of all the eight
(8) public secondary schools in Bosso Local Government Area of Niger State, with a total
population of 5,586 students constitute the population of the study (Niger State Educational
Data 2017/2018, Ministry of Education). A multistage sampling technique was employed for
the study. At the first stage, random sampling technique was used to select two (2) junior
secondary from Bosso Local Government Area of Niger State. Random sampling technique
was considered appropriate as it gave all schools equal chance to be selected. At the second
stage, purposive sampling technique was used to select a class. This technique allowed the
researcher to select the class with the highest population. Finally, students were randomly
selected for the study. Outside the target group some students were used for pilot study.
The instrument for gathering information was a teacher made test: Basic Science
Performance Test (BASPT). The reliability coefficient of the instrument was 0.18. The data
collected was analyzed using t-test to determine the differences in the mean score of the
experimental and control group, t-test technique, standard deviation and variance was used to
determine the differences between higher performance and lower performance of students’
scores in both the experimental and control group. Analysis of covariance (ANCOVA) was
used to test the hypotheses formulated for the study at 0.05 level of significance.

Data Presentation and Analysis

t-Test Comparison of Mean Scores of Control and Experimental Groups at Pretest and Post
Test

Table 1
Variable No of Df Mean Std tCal. Sign. Level
Sample (p)
Pre-test
Control Group 100 99 3.82 0.500 23.054** 0.261
Experimental Group 100 2.27 0.510
Post-test
Control Group 100 99 3.78 0.504 37.699** 0.062
Experimental Group 100 1.39 0.490
**- significant at 0.05 level of significance
Table 1 presents the t-test comparison of mean scores of control or experimental groups at
pre-test and post-test on performance Basic science. From the results, there was significant
difference between the mean scores of the control group (3.82) and the experimental group
(2.27) at pre-test 0.05 level of significance (tCal= 23.054 < tCrit = 1.683; df = 99; p > 0.05);
there was significant difference between the mean scores of the control group (3.78) and the
experimental group (1.39) at post-test on performance in Basic science at 0.05 level of
significance (tCal= 37.699 > tCrit = 2.264; df = 99; p > 0.05). This implies that the two groups
were not equivalent with regard to performance in Basic science before and after simulation
technique is used in teaching and learning process.
t-Test Comparison of Mean Scores of Rural and Urban Students at Post Test

Table 2
Variable No of Df Mean Std tCal. Sign. Level
Sample (p)

Rural students 100 99 1.17 0.468 6.094** 0.002

Urban students 100 1.69 0.381
**- significant at 0.05 level of significance

Table 2 shows the rural students and urban students mean scores as 1.17 and 1.69
respectively at post-test on performance in Basic science at 0.05 level of significance (tCal=
6.094 > tCrit = 5.898; df =98; p > 0.05). This results shows that there was difference between
the mean scores of rural student and urban students when taught a concepts in Basic science
using simulation technique. The difference was in favour of the urban student the
experimental group.
Cross table analysis of Demonstration and Role Play

Table 3
Role Play
Best Not Best Total
Demonstration Best 96 24 120
Not Best 72 8 80
Total 168 32 200

The table 3 above reveals the cross table analysis between demonstration and role play. 120
participants are of the opinion that demonstration is the best substitute for simulation
technique while 80 participants are of the opinion that demonstration is not the best substitute
for simulation technique. On the other hand, 168 participants are of the opinion that role play
is the best substitute for simulation technique and 32 participants are of the opinion that role
play is not the best substitute for simulation technique. The majority of the respondents are of
the opinion that role play is the best substitute for simulation, there it was concluded that
simulation technique should be substitute by role play.
Hypotheses Testing
The two null hypotheses formulated will be tested using Analysis of Covariance.
Ho1: There is no significant difference in the effectiveness of simulation technique on the
performance of students taught a concept in Basic Science.
Analysis of covariance on academic performance of control and experimental group

Variable Groups No of Df Mean Std Adjusted R F Df Sig

Sample R Squared change
Academic Control 100 95 1.28 0.452 0.043 0.072 5.358 4 0.023
performance
Experimental 100 1.17 0.376
P ≤ 0.05

Results from the t-test indicated a significant effect in the mean academic performance of
experimental group and control group. Reason being the fact that the calculated p-value of
0.001 is less than the 0.05 level of significance while the calculated value of 0.072 is higher
than the 0.043 critical value at Df 95. However, their calculated mean academic performances
were 1.28 and 1.17 for control and experimental groups respectively. There mean difference
of 0.11 is in favour of the experimental group. Therefore the null hypothesis is hereby
rejected.
Ho2: There is no significant difference in the performance of rural and urban students
taught a concept in Basic Science using Simulation technique.
Analysis of covariance on academic performance of rural and urban students

Variable Groups No of Df Mean Std Adjusted R F Df Sig

Sample R Squared change
Academic Rural 100 98 1.31 0.468 0.039 0.068 14.536 99 0.000
performance
Urban 100 1.14 0.348
P ≤ 0.05

Results from the t-test indicated a significant effect in the mean academic performance of
rural students and urban students. This is because the calculated p-value of 0.001 is less than
the 0.05 level of significance while the calculated value of 0.068 is higher than the 0.039
critical value at Df 98. However, their calculated mean academic performances were 1.31 and
1.14 for rural and urban students respectively. The mean difference of 0.17 is in favour of
urban students. Therefore the null hypothesis is hereby rejected.

Discussion of Findings
This study on effectiveness of simulation technique in teaching and learning of Basic Science
in some selected junior secondary school in Bosso L.G.A. revealed that there is significant
difference in the effectiveness of simulation technique on performance of students taught a
concept in Basic Science. The performance of those students in the experimental group is
higher than those is the control group with mean difference of 0.11 in favour of the
experimental group, this is because of the treatment. This finding is similar to finding of
Iwuanyanwu, Obeka and Lakpini (2016) which shows that simulation game strategy can be
used effectively to improve the performance of students and the overall achievements. The
finding was based on the result which shows difference existed in the mean Performance
scores of Simulation game strategy (experimental group) and Lecture method (control group),
their calculated mean Performance scores were 20.88 and 20.01 respectively. Their standard
deviations are 2.68 and 2.65 respectively. The mean difference of the experimental group and
Control group is 0.87, in favour of the experimental group.
The finding is also similar to that of Jayantha (2018), her finding revealed that the use of
simulation and video based instructional strategies significantly improved students’
acquisition of skills in practical Physics. The finding is supported by the result which shows
difference existed in the mean skill acquisition level of student taught practical Physics using
computer simulation and video based instructional strategies (experimental group) and the
control group who do not receive any treatment, their calculated mean scores were 24.68 and
22.62 respectively. The mean difference of the experimental group and control group is 2.06,
this is in favour of the experimental group. The finding also corroborate with the study of
Umoke and Nwafor (2014) that shows a mean difference of 0.91 in favour of the
experimental group. The study of Adeyemi and Ajibade (2011) shows significant different in
the performance of the treatment groups and the control group with highest mean in pre-test
and post-test (16.60 + 26.60 = 43.2) followed by brainstorming group, (13.80 + 23.80 = 37.6)
and lastly control group, (13.60 + 14.11 = 27.7). This result implies that the experimental
groups performed significantly better than the control group in the post-test and that their
performance also improved significantly after the treatment.
Another finding of the study is that, simulation technique can be use at any point during
teaching and learning process for any concepts in Basic Science. This finding is in line with
that of Sulaiman, Mustapha and Ibrahim (2016), their study found simulation technique very
effective as the performances of student taught with simulation is higher than those taught
with lecture method. The mean academic performance of the simulation games group was
66.23 and that of the lecture group was 46.60. The study therefore, recommended that,
simulation technique should be use in lesson delivery since the approach is more promising
of enhancing students’ academic performance at basic level of education.
Simulation technique can be used as part of the process of learning rather than as a
summative measure of it. It promotes the use of critical and evaluative thinking, because they
are ambiguous or open-ended, they encourage students to contemplate the implications of a
scenario. The situation feels real and thus leads to more engaging interaction by learners. It
further promotes concept attainment through experiential practice. They help students
understand the tone of a concept. Students often find them more deeply engaging than other
activities, as they experience the activity first-hand, rather than hearing about it or seeing it.
Also, the finding revealed that urban students performed significantly better than rural
students even after treatment. The nature of schools and school facilities in the rural is
disheartening. The poor state of welfare of the rural students does not encourage better
performance in their academic. Another finding of the study shows that simulation technique
can be substitute with demonstration and role-play methods, but the best substitute of
simulation technique is role play method because it is activity-based and engaging to
students.

Conclusion and Recommendations

Based on the findings of this study, it was concluded that:

i. Simulation technique is more effective to teach Basic Science to students at Basic education

level which is said to be much better than other method.

ii. Simulation technique can be use to teach any concept in Basic Science and it can be use at

any point during teaching and learning process.

iii. The best substitute for simulation is role play method.

In the light of the above, the study recommends among others the use of simulation technique by
Basic science teachers in teaching and learning at both Primary and Junior Secondary Schools in
Niger State, Nigeria as it enhances effective interaction and communication between teacher and the
students which in turns improves academic performances. Curriculum planners should look into
the effectiveness of simulation technique and consider it, being suitable for the teaching of
science concepts, with its potentiality to bring about meaningful learning and also improve
academic performance. The Ministry of Education should provide adequate funds to sponsor
Basic Science teachers for retraining on simulation technique which is required to improve
students’ performance.

References
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Department of Science Education, Faculty of Education, University of Nigeria,
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Iwuanyanwu, G.O., Obeka, S.S. & Lakpini, M.A. (2016). Effect of simulation games strategy
on Academic performance in Biology among Secondary School Students, Zaria,
Nigeria. Journal of Research in National Development (JORIND) 14 (1)
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Jayantha, K.S. (2018). Effects of computer simulation and video based instructional strategies
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Kanno, D.A (2011). Comparison of young children learning ability across different
approaches. Published M.Ed Thesis Unilorin.

Sulaiman, B., Mustapha, B. I. & Ibrahim, B.B. (2016). Effect of simulation techniques and
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