TABLE OF CONTENTS
Title Page
Approval Page
Dedication
Certification
Acknowledgements
List of Tables
List of Figures
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
Concept of constructivism
Concept of Simulation
Constructive Simulation
Constructive Simulation Instructional Model
Concept of Achievement
Concept of Retention
Christian Religious Studies Curriculum for Secondary Schools
Gender and Achievement in Christian Religious Studies
Gender and Retention in Christian Religious Studies
Theoretical Background
John Dewey’s philosophy of reflective practice
Piaget’s theory of cognitive development
Vygotsky’s theory of social cognitive
Empirical Studies
Summary of Review of Related Literature
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Diagrammatic Representation of the Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Experimental Procedures
Control of Extraneous Variables
Method of Data Analysis
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS
Discussion
Summary of the Study
Conclusion
Educational Implications
Limitations of the Study
Recommendations
Suggestion for Further Study
References
ABSTRACT
This study investigated the effect of teachers’ use of constructive simulation on students’ achievement and retention in Christian Religious Studies in secondary schools, in Awka South Local Government Area of Anambra State. The study also considered the influence of gender on students’ academic achievement and retention. The achievement and retention ability of students taught with constructive simulation were compared with that of students taught with conventional lecture method. The study was guided by six research questions, and six hypotheses. A quasi-experimental design, specifically, pre test post-test control group design involving four intact classes were employed. The population comprised of 2,170 JS3 CRS students of 12 State Government co-educational secondary schools in Awka South Local Government Area. A sample of 174 JS3 students distributed in four intact classes, drawn by both purposive and simple random sampling techniques from four co-educational schools took part in the study. The students in intact classes were randomly assigned either to experimental groups (constructive simulation group) or control groups (conventional method group). Two intact classes in two different schools formed the experimental groups and the other two intact classes in two other schools as control groups. Both the experimental groups and the control groups were taught the same topics. The instrument for students’ achievement test in Christian Religious Studies (SATCRS) was developed, validated and used for data collection. The instrument was trial-tested on a sample of 25 JS3 CRS students who were not part of the actual study. The reliability of the instrument was determined using Kudder Richardson
formula for internal consistency and Pearson Product Movement Correlation Coefficient formula for stability. The reliability value of the instrument was 0.79 and 0.85 respectively. The data collected were analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using analysis of Covariance (ANCOVA) at 0.05level of significance. The results of the study revealed that constructive simulation had significant effect on students’ achievement and retention in Christian Religious Studies. Also, the effect of constructive simulation and gender combined on students’ post-test achievement in Christian Religious Studies was significant, however gender and the method had no significant effect on students’ retention in Christian Religious Studies. It implies from the findings of the study that there is need for CRS teachers to adopt the use of constructive simulation in teaching as it proved more effective in improving students’ achievement and retention in Christian Religious Studies. It is recommended that government bodies, stakeholders in education, Nigerian Educational Research and Development Council (NERDC) and National Teachers’ Institute (NTI) should organize and sponsor workshops, seminars, conferences or in-service training to train and encourage teachers on the use of constructive simulation as an innovative technique....
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