EFFECTS OF SIMULATION STRATEGY ON SENIOR SECONDARY TWO STUDENTS’ ACHIEVEMENT IN CELL BIOLOGY IN JOS NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA
Keywords:
Achievement, Cell Biology, Simulation StrategyAbstract
This study examined the effect of Simulation Strategy on the academic achievement of Senior Secondary II students in Cell Biology in Jos North Local Government Area, Plateau State, Nigeria. The study targeted a population of 2,985 SS II students, with a sample of 71 students divided into two groups: an experimental group, which was taught through Cell Biology, and a control group, which received instruction via the traditional lecture method. A quasi-experimental design with a non-equivalent control group pre-test-post-test approach was employed, using the Cell Biology Achievement Test (CBAT), a researcher-developed instrument with a reliability coefficient of 0.78. The study aimed to address three research questions and test three hypotheses at a significance level of 0.05. Data were analyzed using mean and standard deviation for the research questions, while an independent t-test was used to test the hypotheses. The findings showed that at the post-test stage students in the experimental group had higher mean achievement scores compared to those in the control group. A significant difference was found between the pre-test and post-test scores of the experimental group in the Cell Biology Achievement Test (CBAT). Lastly, at post-test, the mean achievement scores of male and female students in the experimental group were equal. Based on the findings, it was concluded that the simulation strategy can be utilize to enhance students’ achievement in Cell Biology. The study therefore, recommended among others that Biology teachers should incorporate Simulation Strategy into their instructional practices. This method promotes active learning and enhances students’ understanding of complex biological concepts.