The Effect of Computer Simulation Instructional Package on Physics Students’ Achievement in Jalingo Education Zone Taraba State.

Abstract

This study investigated the effect of computer simulation instructional package on physics students’ achievement in electrolysis. The study adopted a quasi-experimental design of non-equivalent non-randomized pre-test post-test. A total number of 108 students,consisting of 62 male and 46 female students participated in this study. Multi-stage sampling techniques were conducted in three stages. Firstly, purposive sampling procedure was adopted to obtain four (4) secondary schools in Jalingo Education Zone, Taraba State, Nigeria forming four intact classes. Secondly, students of the four (4) schools were assigned to experimental group (simulation group) and control group (traditional teaching methods) respectively. Thirdly, stratified sampling technique was used to select the one hundred and eight (108) SS2 students. Two instruments developed by the researcher were used in this study, which are Electrolysis Achievement Test (EAT) and Electrolysis Simulation Instructional Package (ESIP). The instruments were validated by experts in science education. The reliability coefficient of EAT was 0.77 using Pearson Product Moment Correlation Coefficient.Three hypotheses were generated to achieve the objectives of this study. The three hypotheses were tested using T-test and Analysis of Variance (ANOVA).Findings from the study showed that there was a significant difference in academic achievement among secondary school students taught physics with Computer Simulation Instructional Package and those taught with Lecture Method, there was a significant differencein academic achievementbetween male female students taught physics with Computer Simulation Instructional Package, and there was a significant difference in academic achievement among secondary school students taught physics with Computer Simulation Instructional Package and those taught with Lecture Method based on ability level. Based on these findings, it was concluded that there was a statistically significant effectof ComputerSimulation Instructional Package on physics achievement. It’s then recommended that physics teachers should try to establish a classroom environment that facilitates the use of simulation packages in teaching and learning of physics concepts.