Effect of Computer Simulation Strategy on Junior Secondary Students’ Retention in Basic Science and Technology in Jos, Plateau State, Nigeria

Abstract

This study was conducted to examine the effects of computer simulation strategy on junior secondary school students’ retention in basic science and technology in Jos North Plateau State, Nigeria. Two research questions and hypothesis were raised and formulated. The study employed a Pretest–Posttest Non-equivalent Control Group Design for non-randomized samples. Intact classes were used in the study. The population of the study was 1,494 from the 22 public secondary schools in the study area. The sample size of the study was 75 comprising male and female from both the experimental and control groups. The instrument for data collection was Basic Science and Technology Achievement Test BSTAT. The instrument was validated by experts three from the Department of Science and Technology Education, Test and Measurement and Evaluation and Educational Psychology of the University of Jos. The reliability of the instrument was 0.79. The two groups were pretested to determined their equivalence, the treatment lasted for six weeks after which the posttest was administered and after two weeks the retention test was re- administered and data were analyse using mean and standard deviation to answer the research questions. The use of ANCOVA was effective in answering the research hypothesis because of non-randomization of sample. Findings of the study revealed that computer simulation was significant in teaching BST at p<0.05, and there is no gender difference on retention of male and female in the experimental group P>0.05. Based on the findings, it was recommended that teachers should adopt the use of Computer Simulation Strategy since it has proven effective on students’ retention in Basic Science and Technology. It was also recommended that the Computer Simulation Strategy should be adopted in teaching other subjects.