EFFECT OF USE OF COMPUTER SIMULATIONS ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE IN ENUGU EDUCATION ZONE, NIGERIA

Abstract

This research examined the effect of use of computer simulations in instructional delivery on 
students’ achievement in Basic science in Enugu Education Zone of Enugu state. The study 
was guided by two research questions and three null hypotheses. A pretest-posttest non
equivalent control group quasi-experimental design was employed. Population of the study 
consisted of all Junior Secondary School Two (JSS2) students enrolled in public secondary 
schools within the Enugu Education Zone, from which 120 students was sampled using 
purposive and random sampling techniques. Data were collected using the Basic Science 
Achievement Test (BSAT), which was validated by three experts. The reliability of the CAT 
was determined using the Kuder-Richardson Formula 20, resulting in a reliability coefficient 
of 0.84. The experimental group was taught specific Basic science concepts using Computer 
simulations, while the control group received instruction on the same concepts through the 
traditional lecture method (LM).  Data were analysed using mean, standard deviation, and 
analysis of covariance (ANCOVA). The results indicated that the use of computer simulation 
in instructional delivery significantly improved students' achievement compared to the lecture 
method. No significant influence of gender on students’ achievement in Basic science was 
observed. Based on these findings, it was recommended that schools should integrate computer 
simulations into teaching, particularly Basic science, to improve student performance through 
interactive, experiential learning.