Effects of Computer Simulation Teaching Strategy on Senior Secondary Two (SS II) Students’ Achievement in Geography in Jos Metropolis, Plateau State, Nigeria

Abstract

This study was conducted to examined the effects of computer simulation teaching strategy on senior secondary two students’ achievement in Geography in Jos Metropolis, Plateau State, Nigeria. The study The study adopts pretest posttest quasi experimental design where intact class was used. The population consisted of 1,337 students drawn from 33 public senior secondary schools. The sample of the study was 56 for both the experimental and control groups selected using simple random sampling. The instruments for data collection was Physical and Regional Geography Achievement Test (PRGAT). Content validity of the instruments was determined by experts from University of Jos. The reliability of the PRGAT was measured using Cronbach alpha statistics. A reliability coefficient of 0.74 for PRGAT was obtained. Research questions were answered using mean and standard deviation while the null hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that There is a significant difference between the posttest achievement in Geography mean scores of Senior Secondary Two students in the experimental and control groups. in favour of the experimental group. Moreso, there is no significant difference between the posttest achievement in Geography mean scores of Senior Secondary Two male and female students in the experimental group. meaning that computer simulation strategy is a gender friendly. Base on the findings of the study, it was recommended that computer simulation strategy should be adopted by teachers at all level of education. Also, teachers should be trained on the use of CSTS in order to improve students’ achievements in school as it is a gender friendly strategy.