Effect Of Simulation Games On Senior Secondary Students Achievement And Retention In Chemistry
Simulation games play a crucial role in shaping the educational landscape, particularly in the context of senior secondary students’ achievement and retention in chemistry. These immersive digital experiences, designed to emulate real-world scenarios, have demonstrated a significant impact on enhancing students’ understanding and knowledge retention in the realm of chemistry. By engaging students in interactive virtual environments, these games facilitate experiential learning, allowing students to apply theoretical concepts in practical situations. This dynamic approach not only captivates students’ interest but also fosters a deeper understanding of complex chemical principles. The integration of simulation games into the chemistry curriculum serves as a catalyst for fostering critical thinking skills, problem-solving abilities, and a holistic comprehension of chemical phenomena. As students navigate these educational games, they are actively involved in the learning process, reinforcing their comprehension and retention of key chemical concepts. This innovative pedagogical approach harnesses technology to create a vibrant and effective learning experience, ultimately contributing to improved academic achievement and knowledge retention among senior secondary students in the realm of chemistry.
This study was carried out to determine the Effect of Simulation Games on Senior Secondary Students Achievement and Retention in Chemistry. The target population was all SS2 students in Onitsha North Local Government. Six schools were sampled using the stratified random sampling techniques, two co-educational, two male and two female schools was selected. One intact SS2 class from each of the six schools was selected, thus, yielding six classes. The sample comprises of 224 SS2 chemistry students, seventy five (75) students from male and female school was used as experimental group and 149 from co-educational was used as control group. A pre-test and post-test quasi experimental control design was used. The hypotheses were tested at P≤ 0.05 level of significance. The instrument used to collect data is chemistry achievement test (CAT) which was validated by a lecturer in chemistry and another in measurement and evaluation. Data collected was analyzed using mean. Standard deviation was used to analyze research question and hypothesis were analyzed using z-test. It was recommended among others that simulation game strategy should be encouraged for the teaching and learning of chemistry at the secondary school level. Professional association and educational researchers should organize seminars to sensitize the need for adaptation of simulation game strategy at the secondary school level. Based on the findings, suggestions for further studies were made.
TITTLE PAGE
APPROVAL PAGE
CERTIFICATION PAGE
DEDICATION
ACKNWOLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT
CHAPTER ONE: I
INTRODUCTION 1
Back ground of the study 1
Statement of the problem 8
Purpose of the study 9
Significance of the study 9
Scope of the study 11
Research questions 11
Research hypotheses 11
CHAPTER TWO:
REVIEW OF LITERATURE 12
Conceptual framework 12
Theoretical framework 19
Empirical framework 24
Summary of literature review 27
CHAPTER THREE 30
Research design 30
Area of the study 31
Population of the study 31
Sample and sampling technique 31
Instrument for data collection 32
Validation of the instrument 32
Reliability of the instrument 33
Method of data collection 33
Method of data analysis 33
CHAPTER FOUR RESULTS:
DATA ANALYSIS AND PRESENTATION OF RESULTS 34
Research question 1 34
Research question 2 35
Research question 3 35
Research question 4 36
Summary of the result 38
CHAPTER FIVE: 40
DISCUSSION, CONCLUSION AND RECOMMENDATION
Discussion of findings 40
Conclusion 41
Educational implications 41
Recommendation 42
Limitation 43
Suggestion for further studies 43
Summary of the study 45
REFERENCES 47
APPENDIX I 48
APPENDIX II 48
APPENDIX III 52
APPENDIX IV 55
APPENDIX V 58
APPENDIX VI 62
APPENDIX VII 63
APPENDIX VIII 64
APPENDIX IX 65
APPENDIX X 66
APPENDIX XI 67
APPENDIX XII 68
APPENDIX XIII 70-78
INTRODUCTION
Background of the study
The effectiveness of any academic process is justified by the extent the child has been motivated towards willful academic growth and social competence.
Science is derived from the latin word scienta meaning knowledge; science is a systematic enterprise that builds and organizes knowledge in form of testable explanations and predicted about the universe.
Burnie (2011) Science is the systematic study of anything that can be examined, tested and verified. Science from its early beginning has into one of the greatest and most influential field of human endeavor.
Today different branches of science investigate almost everything that can be observed or detected and science as well shapes the way we understand the universe, our planet, ourselves and other living things.
Burnie also pointed out that science develop through objective analysis instead of through personal belief. knowledge gained in science accumulates as time goes, by building on work performed.
Richard (2010) defines science as the study of the physical and natural world. A phenomenon using systematic observation and experimentation. It can be seen as an activity carefully studies or according to the knowledge gained by the study of the physical world.
Nwamba (2014) opines that science can be a particular area of study or language. The physical world or a systematically organized body of knowledge, and showing the operation of general laws. It is a systematic knowledge of the physical or material world gained through observation and experimentation.
Branches of sciences
Science is broadly divided into two; natural science and the physical science
It is further divided into five major branches which are:
Physical sciences, Mathematics, Earth sciences, Life sciences and Social sciences.
Physical sciences investigates the nature and behavior of matter and energy on a vast range of size and scale.
Chemistry is a part of physical sciences and it’s the study of the composition of matter and the way different substances interact.
Chemistry is a branch of science which deals with matter, its composition, its reaction, interaction and uses (Ababio, 2018). Chemistry is also branch of science that has enabled the scientists to discover the usefulness of matter.
Chemistry is also defined as science of matter especially its chemical reactions but also its composition, structure and properties (Onwuchekwa, 2016). Chemistry is concern with the atom and particularly with the properties of chemical bonds. It is also concern with interaction between atoms or (group of atoms) and various form of energy (eg photochemical reaction), changes in phases of matter, separation of mixture, properties of polymers and so on (Uduchukwu, 2018). Chemistry is sometimes called the central science because it connects with other natural science such as biology, geology and even physics. It can also be seen as the study of matter and energy and interactions between them (Ugo, 2019).
As chemistry concerns itself with matter and materials of the universe, it obviously plays a significant role in almost all walks of life.
The importance of chemistry as a basic requirement for economic, scientific and technological development of any nation cannot be over emphasized.
This implies that the development and substance of any form of technology will be a wild goose chase, unless a solid foundation is laid for effective chemistry education.
However, a solid foundation cannot be laid unless more secondary school students choose to offer chemistry and also perform impressively in both national and international examinations.
This is based on the fact that chemistry as a subject is a pre-requisite for many science and technology related courses in medicine, engineering, pharmacy, computer science among others in tertiary institutions.
To Mohammed Bello and Gwandu (2010), chemistry is the oracle of modern science and Ibole (2011) described chemistry as the bride of science.
These descriptions assertions are based on the pivotal rule which chemistry plays in industrial set up (e.g fertilizer, petroleum, cement and pharmaceutical), the execution of other professions (e.g engineering, agriculture and medicine) and the improvement of quality life of the citizenry. Based on the undisputable relevance of the subject, it is expected that the study of chemistry and students’ performance in public and internal examination would be on the increase.
Unfortunately, despite the importance and relevance of the subject, indices from varieties examination bodies such as West African Examination Council (WAEC) and National Examination Council (NECO) has shown a consistent trend of low enrolment and poor achievement in chemistry examinations.
In an attempt to ensure effective and efficient teaching and learning of science. This unfortunate situation is giving major stakeholders in chemistry education great concern.
To this effect, researchers (Udo and Eshiet, 2007; Long John, 2009; Igboegwu, 2010) have traced the cause of this consistent problem of failure in chemistry and have attributed it to a number of factors.
Some of these factors are lack of qualified teachers or personnel, lack of teaching materials and equipment, poor classroom management, lack of interest on the part of the students of difficulty in some chemistry concepts, inappropriate medium of instruction and use of ineffective strategies. However, the four mentioned researchers all reported that inappropriate teaching strategies are the major factor responsible for the observed poor achievement of students in chemistry.
Njoku (2013) reported that the ease with which learners’ progress depends on a number of factors namely:
1. The methods and materials used for instruction/teaching.
2. The relevance of the contents to the need and aspirations of the learners in their socio-cultural and Economic environment.
3. The nature of the learning task and contents.
4. The background of the learner or entry behavior or previous experience of the learner.
This implies that chemistry teaching or instruction need to be done in a manner that will give the relevance and transferability of chemistry concepts and
National Commission for Colleges of Education N.C.C.E (2014) opines that if learners are active in class, they will learn more effectively, poor performance of students in chemistry generally may be indicative of lack of interest by the students.
Consequently a need arises to teach chemistry in an interesting way in order to arouse and sustain the interest of the students, thereby enhancing their academic achievement and retention. This study investigated if the use of simulation game instructional strategies will increase student’s achievement and retention in chemistry.
Simulation therefore is an innovative teaching method which is learner centered activity-oriented teaching strategy.
The word simulation comes from latin word “similis” meaning “like” that is to act like, to resemble, to pretend to be, Additionally, the format of simulations ranges from computerized games to elaborate, role playing scenarios (Moore, 2011).
While not all simulations involve role playing, for the purpose of this study role-playing simulation will be used.
Role – play simulation refer to active learning techniques in which students try “become another individual and by assuming the role, to gain a better understanding of the person, as well as the actions and motivations that prompt certain behaviors and explore their own feelings”(Moore,2010;209).
A simulation gives students the chance to apply theory, develop critical skills, and provide a welcome relief from the everyday tasks of reading and preparing for class (Okonkwo, 2012).
An additional benefit of simulations is the introduction of an aspect of realism into the students’ experience.
Simulations are activities or materials that present real life situations, past events or organization in such a way that students will learn and understand more about them.
Simulation game is a form of experiential learning and instructional strategies or scenario, where the learner is placed in a world defined by a teacher (Chiel, 2012). The simulations represents a reality within which students interact, while the teacher controls the parameters of this world and also uses it to achieve the desired instructional results.
Simulations games are game/play with rules that is meant to imitate something or someone. The most powerful method of learning is through the learning by doing approach, also known as the experiential learning, Novak (2010).
Experiential learning increases attitude, performance and retention, it motivates students to learn and also encourage group Cooperation games and simulations in chemistry are activities with “play” situations which are designed particularly for the learning or reinforcement of some concepts/skills in chemistry, as well as for cultivating some important attitudes, including the appreciation of chemistry.
They will play according to the rules set and with certain objectives to be achieved by the end of the game.
Depending on the design, the winner could be either individual or team.
In typical simulations, the exercises have the essential properties of simulations (i.e. they represent a real situation and are ongoing).
Thus, the use of simulation games in the teaching and learning of chemistry is based mainly on
a. Psychology of “play” itself and
b. Their relationship to real-life situations in certain aspect
According to Piajet pointed out that informal games played by young children are a critical component in their social and intellectual development.
Simulation game/play is a type of advance organizer learning strategy advocated by Asubel in 1962.
Onwioduokit and Akinbola (2015) described advance organizer learning strategy as a pedagogic strategy for implementing the programme principles of progressive differentiation and integrative reconciliation which involves appropriately linking of the known with unknown. It is used to provide conceptual framework which can be used to clarify the task ahead. Simulation game is a problem – based and activity oriented approaches to learn, which may offer learning or learners the opportunity to participate and be actively involved in the whole process of teaching and learning.
Udo and Eshiet (2017) attributed students’ interest in chemistry to the traditional teacher centered lecture method mostly used by teachers. Further, Ikokwu (2016) suggested that teaching methods such as concept mapping and simulations play could enhance the interest of students in organic chemistry.
Academic achievement
Academic achievement is the outcome of education – the extent to which a student, teacher or institution has achieved their educational goals (Ezeudu, 2010).
Achievement maybe defined as the act of achieving or successful performance.
It is the level of performance attained by a learner in a task (Karma, 2012). According to Akinteye (2014) achievement is a task that someone as carried out successfully, especially using his effort and skills. Achievement is excellence in all academic disciplines, in class as well as co-curricular activities.
Academic achievement can be classified into short term e.g. getting high grades and a high GPA level or long term achievement.
In the context of this study, academic achievement means learning outcome which has to do with the knowledge attained from teaching process, it is known as achievement.
Retention
Retention is the noun form of the verb “Retain”. Hornby (2013) defined retention as “Keep, continue or have or hold or keep in place”. In the same vein, Rix (2010) defined retention as the act of “absorbing and holding or continue having or holding”.
In the context of this work, retention refers to the act of absorbing, holding or continuing to hold or have facts or things learned.
Ezeamenyi (2014) asserted that failure to provide enough applications to real life activity and social usage, poor teaching techniques are strong limiting factors to students’ retention. Iji (2010) asserts that retention is measured in collaboration with achievement.
Statement of the problem
Chemistry as an academic discipline in Nigeria secondary schools is one of the core science subjects. But despite the importance of chemistry in relation to vocational and allied disciplines, is plagued with such problems as poor achievement of students in public examinations, decline in popularity amongst students and low enrolment (Adesoji 2008; Longjohn 2009; Okeke 2010).
One of the major challenge facing chemistry teachers is to explore and adopt teaching strategies which involves the active participation of students, motivate them to learn and achieve higher results in their study of chemistry. Than conventional and lecture methods currently dominating chemistry class instructions.
Therefore, the problem of this study put in question form is: what will be the effect of simulation game on achievement and retention of students in senior secondary chemistry syllables?
Purpose of the study
The purpose of this study is to investigate the effect of simulation games teaching strategy on senior secondary student’s achievement and retention in chemistry.
Specifically the study:
1. Determines whether there is any significant difference in the mean achievement scores of students taught with lecture methods and those taught with simulation-game.
2. Determines the mean retention scores of students taught with lecture method and those taught with simulation-game.
3. Determines the difference between the mean achievement scores of male and female students taught with simulation game.
4. Determines the difference between the mean retention scores of male and female students taught with simulation-game
Significance of the study
This study explored the effects of simulation – game teaching strategy on students Achievement and retention in chemistry. The work done has provided valid empirical evidence in respect of the effectiveness of simulation game strategy in promoting meaningful teaching for (chemistry teachers), meaningful learning of chemistry for learners.
1. The findings of this study will be beneficial to teachers, students, educational administrators, government, curriculum designers and teacher training institutions.
2. This study has revealed the significance and relative effectiveness of activity based strategies such as simulation game in enhancing achievement, and retention of students in chemistry, more than conventional lecture method. The teacher can use the instrument developed for this study as a guide and useful working base for developing a variety of classroom activities that will enhance, attract and sustain students’ interest and retention and by so doing will enhance achievement.
3. To the students, if student’s achievement and interest are enhanced, they would achieve higher in national and international examination like WAEC, NECO and JAMB. Therefore, the findings of the study have revealed that simulation game strategy enhances students’ achievement and retention. \
4. The study confirmed the need for the introduction of additional innovative teaching strategies to the pedagogy of chemistry for teachers. The findings of the study also provided information with which curriculum planners, educational administrator, government in conjunction with professional associations could organize workshop, seminars, conferences and in-service training for teachers to acquaint them with philosophy and techniques involved in this innovative activity – oriented teaching, since this study has proved that the strategies can be effectively utilized within normal lesson period. This research is therefore significant in the sense that its findings provided theoretical evidence to the cognitive field learning theory – Ausubel’s Assimilation theory.
Scope of the study
This study covers some senior secondary schools in Onitsha North Local Government Area of Anambra State.
However, the study aims at the effect of the availability and use of simulation game on senior secondary achievement and retention in chemistry.
Five (5) Senior Secondary Schools were selected for this study and senior secondary two (SSII) were used. The topic taught was periodic table of elements
Research questions
The following research questions guided the conduct of the study:
1. Is there any significant difference in the mean achievement scores of students taught with lecture methods and those taught with simulation-game?
2. Is there any significant difference in the mean scores on retention test of students taught with lecture method and those taught with simulation-game?
3. What is the difference between the mean achievement scores of male and female students taught with simulation game?
4. What is the difference between the mean scores on retention test of male and female students taught with simulation-game?
Research hypotheses
The following hypotheses were tested at the 0.05 level of significance.
1. There is no significant difference in the mean achievement scores of students taught with lecture method and those taught with simulation game
2. There is no significant difference in the mean scores on retention test of students taught with lecture method and those taught with simulation game
SHARE PROJECT MATERIALS ON:
Effect Of Simulation Games On Senior Secondary Students Achievement And Retention In Chemistry:
The use of simulation games in education, including in the context of senior secondary students studying chemistry, can have several potential effects on their achievement and retention of knowledge. Here are some of the key impacts:
- Enhanced Engagement: Simulation games are often interactive and can captivate students’ interest. They provide a dynamic and immersive learning experience that can engage students more effectively than traditional lectures or textbooks. When students are engaged, they are more likely to pay attention and participate actively in the learning process.
- Experiential Learning: Simulation games allow students to explore and experiment with various concepts and scenarios in a safe and controlled environment. In chemistry, this might involve virtual experiments or molecular modeling simulations. This hands-on approach can deepen students’ understanding of complex concepts and help them develop a stronger intuition for chemical processes.
- Visual and Spatial Learning: Many simulation games are highly visual and spatially oriented. This can benefit students who are visual learners or struggle with abstract concepts in chemistry. Seeing molecules interact in 3D simulations, for example, can make complex chemical reactions more understandable and memorable.
- Immediate Feedback: Simulation games often provide immediate feedback on students’ actions and decisions. This rapid feedback loop can help students identify and correct misconceptions in real-time, leading to a better grasp of the subject matter.
- Retention and Recall: When students actively participate in a simulation, they are more likely to remember the information and concepts they encounter. The experiential nature of simulation games can promote long-term retention of knowledge, as students are not just memorizing facts but understanding how they apply in real-world situations.
- Problem-Solving Skills: Simulation games often require students to solve problems and make decisions. In chemistry, this can involve troubleshooting experiments or predicting the outcomes of reactions. These problem-solving skills are not only valuable in chemistry but also in other areas of education and life.
- Motivation and Self-Efficacy: Successfully navigating and mastering a simulation game can boost students’ confidence in their ability to understand and excel in chemistry. This increased self-efficacy can have a positive impact on their motivation to study the subject further.
- Customization and Adaptation: Simulation games can be customized to match the specific curriculum and learning objectives of a chemistry course. Teachers can tailor the games to address the needs and interests of their students, making the learning experience more relevant and effective.
However, it’s important to note that the effectiveness of simulation games in enhancing achievement and retention depends on various factors, including the quality of the game, the alignment with learning goals, teacher support and guidance, and the individual characteristics of the students. Additionally, while simulation games can be a valuable educational tool, they are most effective when used in conjunction with other teaching methods and resources, creating a balanced and comprehensive learning experience.