ABSTRACT

This study investigated the effect of simulation games method on Upper Basic II Students’ academic achievement and retention in Social Studies in Abia state. Five research questions and five hypotheses respectively guided the study. The study which adopted a quasi-experimental, pretest posttest non-equivalent control group research design was carried out in Umuahia education zone of Abia State. A sample of 79 Upper Basic II Students (comprising 38 in the control and 41 in experimental groups) that offer social Studies was drawn from two public secondary schools in Umuahia metropolis using purposive sampling technique. One school each was used for experimental group and for control group respectively. Data were collected using a 30-item multiple choice social Studies Achievement Test (SSAT). The instrument was subjected to face and content validation. Face and content validation were carried out by three Validates, all in Michael Okpara University of Agriculture, Umudike, Abia State. In all, the items were modified. The Instrument was trial tested on students in secondary schools in Local Government Area of Eboyi State. Scores from the trial test were analyzed using Kuder Richardson (K-R₂₀) formula so as to determine the internal consistency which yielded an index of 0.85 indicating that the instrument was highly reliable. Before and after the treatment, copies of the instrument were administered to the students by their regular Social Studies teachers. The SSAT was used to collect data for the Pre-Test, and Post-test and the retention test. The data collected from the students were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses at 0.05 level of significance. The results among others showed that simulation games had increasing effect on the students’academic achievement in Social Studies, having recorded higher mean gain than those in Control group. It also showed that simulation games had more increasing effect on the male students’ academic achievements in Social Studies than on the female students. Based on the findings, the study recommended among others that Social Studies teachers should be encouraged to adequately and regularly use stimulation games method while teaching students in the school.