Abstract

This study examined the influence of instructional simulation strategy on students' achievement in Computer Studies in secondary schools in Ezinihitte Mbaise Local Government Area of Imo State. The general purposes of the study were to find out the influence of instructional simulation strategy on the achievement scores of students in Computer Studies in senior secondary schools in the area; to determine the influence of the strategy on the mean achievement scores of male and female students; and to ascertain the interaction influence of gender and teaching method on students' mean achievement scores in the subject. The study was carried out in fifteen (15) senior secondary schools in Ezinihitte Mbaise Local Government Area. Three research questions and three hypotheses guided the study, and a quasi-experimental design was adopted. The fifteen schools were stratified into male and female schools through simple random sampling, and 87 students were drawn from the stratified schools using intact classes. The instrument for data collection was the Computer Studies Achievement Test (CSAT), developed by the researcher. The research questions were answered using adjusted means and standard deviations, while the hypotheses were tested using analysis of covariance (ANCOVA). The results indicate that teaching and learning Computer Studies with an instructional simulation package has a strong positive influence on students' achievement in the subject. In light of this, the study recommends that schools should acquire simulation machines to improve students' learning; that teachers should be trained in new classroom teaching approaches rather than continuing with conventional methods; and that a constant power supply should be provided in schools to run the few simulation machines that are available.

Keywords: instructional simulation, Computer Studies, academic achievement, gender, secondary school students

CHAPTER ONE

INTRODUCTION

Background to the Study

Computer science is the scientific and practical study of computation and its applications. It is concerned with the systematic investigation of the feasibility, structure, expression, and mechanisation of the methodical procedures (algorithms) that underlie how information is acquired, represented, processed, stored, communicated, and accessed (Denning, 2005; Tedre, 2014). A shorter way of putting this is that it is the study of automating algorithmic processes that can scale. A computer scientist therefore specialises in the theory of computation and in the design of computational systems.

The discipline divides into a wide range of theoretical and practical fields. Some, such as computational complexity theory, which investigates the fundamental properties of computational and intractable problems, are highly abstract. Others, such as computer graphics, are concerned with real-world visual applications. Still others deal with the practical problems of implementing computation: programming language theory examines different approaches to describing computation, the study of computer programming examines how programming languages and complex software systems are used, and human–computer interaction examines how computers and computation can be made useful, usable, and accessible to everyone (Tedre, 2014; Joint Task Force on Computing Curricula, 2020).

Put differently, computer science is the disciplined study of the processes that govern how information is acquired, represented, processed, stored, communicated, and accessed, whether that information is encoded in the bits and bytes of computer memory or in the genes and proteins of a living cell (Denning, 2005). The computer itself is an electronic machine that can hold very large quantities of information and store it accurately for later use. It combines a microprocessor, which serves as its "brain", with electronic memory to process data quickly and reliably. A natural question is why the computer was invented. Early computers were built mainly to solve mathematical problems, but their use has since expanded so widely that there is hardly any area of human activity in which they are not applied. Wing (2006) argued that computational thinking, the ability to formulate problems and express their solutions so that a computer can carry them out, is a fundamental skill that belongs alongside reading, writing, and arithmetic. In a rapidly changing world, basic education must equip individuals to access and apply information, and this requires the competent use of computers. Access to and use of digital technology is therefore no longer a luxury but a prerequisite for national development, yet many developing countries, particularly in Africa, still record low levels of computer application and use (Bolaji & Onikoyi, 2024).

Secondary education is a critical stage in building effective human capital in any country, and the place of computing in the curriculum of Nigerian secondary schools cannot be overstated. In a technology-driven age, digital competence has become a basic survival skill, which makes early acquisition of computer skills by students essential (Okekeokosisi, 2022). The demand for computer literacy in Nigeria has also grown considerably. Employers increasingly recognise that computers and related digital tools improve organisational efficiency, while workers have come to see that computer literacy is one of the surest ways of protecting their employability. How these skills are taught and learned is consequently a matter of concern to education professionals (Adamu, 2020).

The application of computers in education promises to improve the Nigerian education system, give students a better quality of learning, and produce skilled computing professionals who can address information and communication technology (ICT) problems in Nigeria and beyond (Okekeokosisi, 2022). There are visible developments in the Nigerian education sector that point to some level of computer use in secondary schools. In the National Policy on Education, the Federal Republic of Nigeria (2013) recognised the prominent role of computers in the modern world and made provision for computer studies within the education system, with government undertaking to provide the infrastructure and training needed for that purpose. The 2013 policy was not the first attempt at this goal. Nigeria's National Computer Policy of 1988 had earlier planned to establish pilot schools and to spread computer education first to secondary schools and later to primary schools. Implementation, however, fell short of the plan, and persistent constraints continue to limit what happens in classrooms.

Despite the importance of computers to the education system and to the nation, several factors still hinder the growth and adoption of Computer Studies in Nigerian secondary schools. Studies have identified inadequate ICT infrastructure, unreliable electricity supply, limited computer proficiency among teachers, and the high cost of ICT facilities as major barriers to technology use in secondary schools (Bolaji & Onikoyi, 2024). Adamu (2020) similarly found that Computer Studies teachers often did not use computer hardware and internet applications in their lessons because they lacked the skills needed to operate them. Other contributing factors range from low student interest in the subject to inadequate commitment on the part of some teachers.

The challenge facing a developing country such as Nigeria is to find workable ways of addressing the factors that hinder the teaching of Computer Studies. For teaching and learning to be effective, and for students' academic achievement in the subject to improve, teachers must use varied and appropriate methods and techniques. Evidence from across disciplines suggests that simulation is one such approach. In a meta-analysis of 145 empirical studies, Chernikova et al. (2020) reported a large positive overall effect of simulations on the learning of complex skills (g = 0.85) and found that technology use and scaffolding both contributed positively. A later meta-analysis of 217 studies by Chernikova et al. (2025) further showed that personalising scaffolding and task progression can strengthen simulation-based learning. Teachers therefore need to adopt a well-founded teaching method for effective classroom instruction, and the simulation method is one of the most promising.

Simulation is a representation of a real system or environment that also contains instructional elements to help learners explore it, move around within it, or obtain information about it that could not ordinarily be gained through direct experimentation. Instructional simulations are typically goal-oriented and direct learners' attention to specific facts, concepts, or applications of the system or environment being modelled (Plass et al., 2015). Learners can engage with such environments repeatedly and at different points in their lives. Today, many universities support lifelong learning through virtual learning environments, which allow users to learn at different times, without travelling to a physical campus, and without meeting an instructor face to face in real time (Chernikova et al., 2020).

Simulations are tools that promote learning through representation and practice in a repeatable and focused environment (Chernikova et al., 2020). They also help learners to identify and understand the factors that control a system and to anticipate how it will behave (de Jong et al., 2013). In Computer Studies, simulation programmes can supply real-life settings for applying concepts, and their game-like and interactive features encourage students to become active participants in the classroom (Plass et al., 2015). A simulation is, however, an imitation of reality and cannot completely replace the real system it represents, so it should be used as a complement to well-planned instruction and not as a substitute for it.

Simulation also supports the understanding of abstract and difficult concepts by letting students manipulate the variables that make up a concept and observe the results (de Jong et al., 2013). Recent Nigerian studies point in the same direction. Computer simulation was found to improve students' interest in algebra (Egara et al., 2022) and to improve both attitude and achievement in genetics, with low-ability learners recording the largest gains and no significant difference between male and female students (Akhigbe & Ogufere, 2019). Ikusika et al. (2025) likewise reported that Basic Science students taught with computer simulation achieved significantly higher than those taught by lecture, with no significant gender influence. Computer simulation therefore helps students build their own understanding of concepts and develop into independent problem solvers.

Statement of the Problem

Low achievement in Computer Studies among secondary school students is a serious concern, particularly in view of the subject's importance to technological development in a developing country such as Nigeria. The greater worry is that students are underachieving and that the conventional classroom teaching method may be partly responsible. The Chief Examiner's reports of the West African Examinations Council on the subject have repeatedly described students' performance as only average (Okekeokosisi, 2022). Computer Studies educators hold that students' achievement at their full potential depends, among other things, on the appropriateness of the teachers' lesson delivery techniques (Adamu, 2020).

The present study was therefore designed to investigate the influence of incorporating simulation and analogies into the teaching and learning of Computer Studies among secondary school students.

Purpose of the Study

The main purpose of the study is to investigate the influence of instructional simulation strategy on students' achievement in Computer Studies in secondary schools in Ezinihitte Mbaise Local Government Area of Imo State.

Specifically, the study sought to:

1. Find out the influence of instructional simulation strategy on the achievement scores of students in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State.
2. Determine the influence of instructional simulation strategy on the mean achievement scores of male and female students in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State.
3. Ascertain the interaction influence of gender and method on students' mean achievement scores in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State.

Significance of the Study

The following groups are expected to benefit directly from the study: secondary school students, Computer Studies teachers, curriculum planners, educational administrators, and other people who may wish to carry out further research in this area.

The findings will be of great importance to students. They will come to appreciate how this method of teaching can improve their competence and knowledge in Computer Studies. They will also learn to spend quality time on their studies while enjoying interactive, simulation-based lessons, and in doing so will learn to build their own knowledge of the subject (Plass et al., 2015).

The findings will also matter to curriculum planners, because the study will show better ways of planning the Computer Studies curriculum so that simulation becomes part of teaching and learning in the subject. Government and educational administrators will benefit as well, since the results may motivate greater investment in Computer Studies education. On the strength of the results, the government, the Ministry of Education, and non-governmental organisations could establish an agency that encourages research on the use of simulation in teaching and learning in schools (Bolaji & Onikoyi, 2024).

Finally, the results will be of great importance to researchers and teachers who wish to carry out further research in this area, because the study will serve as a compass that helps them to navigate.

Scope of the Study

The study focused on the influence of using the simulation method in teaching and learning Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State. It covered students' achievement scores, the role of gender, and the interaction between gender and teaching method.

Research Questions

The following research questions were formulated to guide the study:

1. What is the influence of instructional simulation strategy on the achievement scores of students in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State?
2. What is the influence of instructional simulation strategy on the mean achievement scores of male and female students in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State?
3. What are the interaction influences of gender and method on students' mean achievement scores in Computer Studies in senior secondary schools in Ezinihitte Mbaise Local Government Area of Imo State?

Hypotheses

The following null hypotheses were tested at the 0.05 level of significance:

1. There is no significant difference in the mean achievement scores of students taught Computer Studies using instructional simulation strategy and those taught using the conventional method.
2. There is no significant difference in the mean achievement scores of male and female students taught Computer Studies using instructional simulation strategy.
3. There is no significant interaction influence of gender and teaching method on students' mean achievement scores in Computer Studies.

References

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Akhigbe, J. N., & Ogufere, J. O. Y. A. (2019). Effect of computer simulation instructional strategy on students' attitude and academic achievement in genetics. KIU Journal of Social Sciences, 5(4), 305–315.

Bolaji, H. O., & Onikoyi, O. A. (2024). Usability of ICT for class size remediation and learning among secondary schools. Indonesian Journal of Educational Research and Technology, 4(1), 23–28.

Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544

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