Effects Of Computer-Based Simulation On The Academic Performance And Retention Of Social Studies Students In Rivers State

Abstract

The study examined the effects of computer-based simulation on academic performance and retention of social studies students in Rivers State. Three objectives, three research questions and three hypotheses were formulated to X guide the study. A quasi-experimental design was adopted. The population of the study consisted of three thousand six hundred and one (3,601) Junior secondary school students, drawn through purposive sampling techniques from three schools. Social Studies Performance Test (SOSPT) was used for data collection and the reliability coefficient of 0.80 was determined using Cronbach alpha reliability estimate. Face and content validity were determined by two experts. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used in testing the hypothesis at 0.05 level of significance. The findings revealed that computer-based simulation improved social studies students’ academic performance and their retention ability were also enhanced to a greater extent. Based on the above findings, it was recommended among others that social studies teachers be encourage and trained on the use of computer base simulation while computer services and facilities be provided to schools.