FUW TRENDS IN SCIENCE & TECHNOLOGY JOURNAL
(A Peer Review Journal)
e–ISSN: 2408–5162; p–ISSN: 2048–5170
keywords: Achievement, computer simulation strategy, gender, map reading, students
This study investigated the effect of computer simulation strategy on students’ achievement in map reading and interpretation in Taraba State, zone A. Two research questions and two hypotheses guided the research. A sample of 382 SSII students in Geography map reading and interpretation class was studied. The students were randomly distributed and assigned to experimental and control groups. That is, computer simulation strategy (CSS) and control. The study used MRIAT to collect data on students’ achievement after being taught map reading and interpretation. Research questions were analysis and hypotheses were tested using ANCOVA at 0.05. The findings revealed that there is significant difference between the mean achievement score of students taught map reading and interpretation using ABL and those taught using with the group exposed to CSS achieving higher. Also, there was significant gender difference in mean achievement between those exposed to ABL and CSS. The study recommends among other things that geography teachers should be encouraged to use the CSS in order to provide alternative of the challenge of inadequate maps, and other instructional material for teaching map reading and interpretation in our secondary schools in Taraba State.
Adesulu D 2014. Mass failure as WAEC releases May/June exams result. (2-6) Available http://vangurdngr.com 4th August, 2014. Adeyemi RO 1999. Sex difference in cognative and effective outcomes in social studies of primary school pupils. African J. Edu. Res., 5(1): 34-37. Chen C & Howard B 2010. Effect of live simulation on middle school students attitude and learning toward science. J. Techn. & Soc., 13(1): 65–73 Falode OC, Usman H, Sobowale FM, Falode ME & Saliu R 2014. Effectiveness of Computer Simulation Instructional Package on Secondary School Geography Students Achievement in Map Reading. Federal Republic of Nigeria 2012. National Policy on Education. Abuja: Government Press. Fish–Wick H. 2014. Modelling and simulations in the natural and social sciences from point of view, Theory and Decision Library, Dordrecht. Gatto D 2011. The use of interactive computer simulation in training. Australain J. Edu. Techn., 9(2):24–30. Imoko BI 2012. Improving students interest in mathematics through the concept mapping technique: Focus on gender. J. Res. Curri. Teaching, 1(1): 30-38. Iwena OA 2008. Essential Geography for Senior Secondary School. Lagos: Toned Publishers. Jong T 2009. Learning and Instruction with Computer Simulation: Retriveld on http://www.worldwatcher.nwuedu/software.htm. Mitra A & Steffensmeier T 2000. Changes in students attitudes and students computer use in a computer enriched environment. J. Res. Techn. Edu., 33(3). Oguzerin M 2014. Effect of computer based instruction on the achievements and problem solving skills ofscience and technology students. Turkish Online J. Edu. Techn., 10. Psycharis 2010. Computer Simulation. Retrieved from Wikimedia at http://www.cuideas-.org/publication on 20|11|2015. Rudoff S 2012. Map Making. http://historymattersgmu.edu. Retrieved 10th February, 2013. Salahuddin J 2010. Students Achievement in Geography. A study of senior secondary in Nigeria: Ibadan University Press. Schlechter T, Bessemer D & Kolosh 2012. Computer based simulation systems and role playing: An effective combination for fostering conditional knowledge. J. Comp. Based Instr., 19(4). WAEC 2012. Ordinary Level Chief Examiners’ Reports. WAEC, Lagos: Government Press. Wescott B 2013. The Early Computer Performance Book. Chapter 7 Modelling Computer Performance. Create Space. Zohreh AK & Naderi M 2014. Effect of Computer Assisted Instruction on high schools students achievement in geography. European Journal of Scientific Research.Vol. 123 NO 3
