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EFFECTS OF SIMULATION AND COLLABORATION TEACHING STRATEGIES ON STUDENTS’ SELF-EFFICACY, ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS IN ABAI STATE
Abstract
This study investigates the Effects of Simulation and Collaboration Teaching Strategies on Students’ Self-Efficacy, Academic Achievement, and Retention in Economics in Abia State. Employing a quasi-experimental research design, the study focuses on assessing how these innovative pedagogical approaches influence students’ performance and confidence levels in secondary schools. A sample of senior secondary school students was selected through a stratified random sampling technique. Participants were divided into three groups: one taught using simulation strategies, another with collaborative methods, and a control group taught using conventional teaching methods.
Data collection involved standardized tests, self-efficacy scales, and retention assessments administered before, during, and after the intervention. Results revealed that both simulation and collaboration strategies significantly enhanced students’ academic achievement and retention compared to the conventional method. Furthermore, the study found that the collaborative approach was particularly effective in boosting students’ self-efficacy, as it fostered peer learning and active participation.
The findings underscore the importance of adopting interactive and learner-centered teaching methods in Economics education to improve academic outcomes and long-term knowledge retention. Recommendations are made for curriculum planners, educators, and policymakers to integrate these strategies into teaching practices for enhanced educational outcomes.
CHAPTER ONE:
INTRODUCTION
- Background to the Study
Simulation strategy is a strategy of instruction that focuses on imitation of the procedure of the actual-world process or system to aid learning and create interest in any subject. It is observed that students exposed to mathematics and social studies simulation strategy achieved higher than their counterparts instructed with chalk and talk strategy of teaching (Adeyemi & Ajibade, 2011; Seay & Jouhingen, 2013). This brings to the fore that simulation strategy could bring better results in terms of students’ achievement than conventional strategy. Despite the fact that today’s students can communicate with individuals all over the world and virtual classrooms are becoming more widespread, many instructors still use outdated methods of teaching Economics (Sidi, 2009). Achor and Eriba (2010) argued that successful communication in the teaching-learning process requires a teacher-student contact including verbal, gestural, and resource instrumentality. According to the authors, a teaching-learning method must provide a chance for parties to participate actively in the process.
Simulations are used to forecast the result of a real-world event and may be used to evaluate and appraise any described and unrestricted system capable of describing and solving complicated issues. Additionally, simulation accelerates teachers’ educational potential and student learning, allowing students to learn through simulation strategy (Hursen, 2015); the author discovered that students taught through simulation strategy were more successful than students taught through the traditional approach in Physics. According to Cayirci (2013), the fundamental problem for our educational system is to harness economics learning to provide interesting, relevant, and individualized learning experiences for all students that reflect their everyday lives and future realities. According to Sokolowski and Banks (2009), simulation is a staged reproduction of an event or idea by manipulating the classroom environment in order to increase students’ knowledge of the concept or event’s nature. With a wealth of information practically at their fingertips, students may achieve educational and learning objectives quicker and more effectively than ever before. Simulation strategy is a process of instruction that focuses on imitation of the operation of the real-world process or system to aid learning and create interest in any subject. It was observed that Economics students exposed to simulation strategy achieved higher than their counterparts taught with chalk and talk method of teaching (Adeyemi & Ajibade, 2011; Seay & Jouhingen, 2013). This brings to the fore that simulation could bring better results in terms of students’ achievement than demonstration strategy.
On the other hand, demonstration approach refers to a style of teaching in which the instructor is the primary actor and the learners observe with the goal to act afterwards, and it entails demonstrating how something works or the steps involved. Additionally, it provides a realistic setting for the course of study by requiring students to develop skills in real-world settings while using equipment and materials; it also serves to encourage students when conducted by qualified instructors. It is beneficial in demonstrating proper procedures. The instructor demonstrates and explains how to perform whatever the learners are required to do at the conclusion of the class (Ameh, Daniel & Akus, 2007).
Utilizing a demonstrative teaching method in which the instructor controls all class activities from the beginning to the end stifles students’ initiative and also stops them from thoroughly investigating and comprehending complicated concepts. Wood and Gentile (2003), Blair et al. (2007) statements of disdain for the conventional teaching strategy as represented by the demonstration strategy of teaching Economics gives less opportunity for effective retention and achievement in Economics class.
Students are good at retention are good at remembering things they have done in the past and being able to use them when they need to (Bunkola & Idowu, 2012). Because a learner who does not make many mistakes when they repeat what they have learned shows that they have learned it. This means that if it fades away, you won’t learn as much and your performance would be poor (Asogwa et al., 2016).
Examining how well girls and boys do in terms of gender is often based on how different they are in terms of socio-cultural differences. As a result of a sex role stereotype, some jobs are thought to be for men (engineering arts and crafts, farming, etc.) and other jobs are thought to be for women (catering, typing, nursing, etc.). In this way, boys get the most difficult and complex tasks, while girls are supposed to do the easier and less demanding tasks. Some research has revealed that there are no significant differences in male-female math performance at any level, but most have found that there are gender differences (Oludipe, 2012, Ellah & Achor, 2015). Babajide (2010) also said that science subjects like physics and chemistry are given a more masculine look by teachers. It doesn’t matter that boys and girls are different, that Economics is a foundation for all the other science subjects in secondary school, or that science educators have tried to make teaching and learning more effective. Students still don’t remember or do well on tests (Agogo & Naakaa, 2014). The reason for this failure has been attributed to poor strategies of teaching and hard learning (Pember & Achor, 2017).
The teaching and learning process in secondary education has increasingly incorporated innovative strategies aimed at enhancing students’ learning experiences and outcomes. Among these strategies, simulation and collaboration-based teaching approaches have gained considerable attention due to their potential to engage students, improve their self-efficacy, academic achievement, and retention rates. In the context of economics education, these strategies have been found to offer a more interactive and student-centered learning environment, which can stimulate interest and deepen understanding of complex economic concepts.
Simulation involves creating a model of real-world economic situations where students can interact and engage in decision-making processes, often mirroring actual economic scenarios. On the other hand, collaborative teaching strategies emphasize group work and collective problem-solving, allowing students to work together, share ideas, and develop critical thinking and communication skills. Both strategies are designed to promote active learning and a deeper understanding of the subject matter, contrasting with traditional, lecture-based methods.
In Abia State, economics is a core subject in secondary schools, and the need to enhance students’ understanding and performance in the subject is evident. Despite its importance in shaping students’ understanding of national and global economic issues, students often struggle with mastering the concepts and theories taught in economics. This struggle can result in low academic achievement, lack of self-confidence, and difficulty retaining information, which in turn hampers their long-term educational and professional aspirations. Consequently, there is a need to explore alternative teaching strategies that might better equip students to succeed in economics.
The introduction of simulation and collaboration-based teaching strategies presents a promising solution to these challenges. By engaging students in realistic problem-solving activities and promoting peer interaction, these methods are hypothesized to positively affect students’ self-efficacy, academic achievement, and retention in economics, providing them with the skills and confidence needed to succeed academically.
1.2 Statement of the Problem
Students in secondary schools in Abia State often perform poorly in economics due to a variety of factors, including a lack of practical understanding of economic concepts, insufficient engagement in the learning process, and limited retention of key knowledge. Traditional teaching methods, which are typically lecture-based and focus on rote memorization, have proven inadequate in fostering a deep understanding of the subject. Furthermore, students’ self-efficacy, or their belief in their ability to succeed in economics, is often low, leading to decreased motivation and academic achievement.
The use of simulation and collaboration-based teaching strategies has been suggested as a means to address these challenges. However, there is limited empirical research on the effectiveness of these strategies in enhancing students’ self-efficacy, academic achievement, and retention in economics within the context of Abia State. Therefore, this study aims to explore the impact of simulation and collaboration teaching strategies on students’ performance in economics, focusing on their academic achievement, self-efficacy, and retention levels.
1.3 Research Objectives
The main objectives of the study are to:
Investigate the effect of simulation teaching strategy on students’ self-efficacy in economics.
Examine the impact of collaboration-based teaching strategy on students’ academic achievement in economics.
Assess the effect of simulation and collaboration teaching strategies on students’ retention of economics concepts.
Compare the effectiveness of simulation and collaboration teaching strategies in enhancing self-efficacy, academic achievement, and retention in economics.
1.4 Research Questions
To achieve the above objectives, the study will seek to answer the following research questions:
What is the effect of simulation teaching strategy on students’ self-efficacy in economics?
How does collaboration-based teaching strategy impact students’ academic achievement in economics?
What is the effect of simulation and collaboration teaching strategies on students’ retention of economics concepts?
Which teaching strategy (simulation or collaboration) has a greater impact on students’ self-efficacy, academic achievement, and retention in economics?
1.5 Hypotheses
The following hypotheses will guide the study:
There is a significant effect of simulation teaching strategy on students’ self-efficacy in economics.
There is a significant impact of collaboration-based teaching strategy on students’ academic achievement in economics.
There is a significant effect of simulation and collaboration teaching strategies on students’ retention of economics concepts.
There is a significant difference between the effects of simulation and collaboration teaching strategies on students’ self-efficacy, academic achievement, and retention in economics.
1.6 Significance of the Study
This study will be significant for various stakeholders, including educators, students, policymakers, and curriculum developers. For educators, the study provides valuable insights into alternative teaching strategies that can enhance students’ self-efficacy, academic achievement, and retention. For students, the findings may foster increased motivation and better performance in economics. Additionally, the results of this study can guide policymakers and curriculum developers in implementing more effective teaching methods in schools to improve students’ learning outcomes in economics.
Moreover, this study will contribute to the existing body of literature on the effectiveness of simulation and collaboration-based teaching strategies, providing empirical evidence to support or challenge their use in the secondary school economics curriculum.
1.7 Scope of the Study
This study will focus on secondary schools in Abia State, Nigeria, specifically targeting students enrolled in economics classes. The research will investigate the effects of simulation and collaboration teaching strategies on students’ self-efficacy, academic achievement, and retention in economics, using a sample of students from selected schools in the state.
1.8 Definition of Terms
Simulation: A teaching strategy that uses models or replicas of real-world situations to engage students in decision-making and problem-solving.
Collaboration Teaching Strategy: A teaching approach where students work together in groups to solve problems, share ideas, and learn from each other.
Self-Efficacy: The belief in one’s ability to succeed in specific tasks or areas, in this case, economics.
Academic Achievement: The level of success a student achieves in their academic pursuits, often measured through test scores, grades, and overall performance.
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