- Umoetuk, E. U.; Sunday, E. S.; Edet, A. A.; Elijah, A. M. & Williams, I. E.
- DOI: 10.5281/zenodo.16694239
- GAS Journal of Education and Literature (GASJEL)
This study investigated on the effect of computer simulation and expository teaching strategies students’ academic achievement in Basic Science and Technology in junior secondary schools in Eket Local Government Area of Akwa Ibom State. The study adopted a quasi-experimental design, specifically a pretest-posttest non-randomized design. The population of the study consisted of 1755 Junior Secondary Two (JS2) Basic Science and Technology students in the ten (10) public secondary schools in the study area. A sample of 95 JS2 students (43 males and 76 females) was drawn from two coeducational schools participating in the study. Two secondary schools out of the ten in the study area were chosen using a simple random sampling method. Data were collected using the Basic Science and Technology Achievement Test (BSTAT). The reliability of the instrument was assessed using the Kuder Richardson formula (K-R20), yielding a reliability coefficient of 0.84. The gathered data underwent coding, and the research question was addressed through calculations of mean and standard deviation. Hypotheses were subsequently tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). The study’s findings indicated a significant difference in the achievement mean scores of Basic Science and Technology students taught the solar system and space using computer simulation or expository teaching strategies. No significant difference was observed in the achievement mean scores between male and female Basic Science and Technology students who received instruction on the solar system and space. The research concluded that instructional methods are a crucial factor in shaping students’ academic achievement in Basic Science and Technology, especially when dealing with abstract and intricate topics like the solar system and space. Among other recommendations, it was suggested that teachers integrate computer simulation teaching strategies into their pedagogical approaches to enhance students’ understanding and engagement with science topics.
