Relative Effects of Computer Simulation with Narration and with Text Strategies on Senior Secondary School Students’ Achievement in Environmental Education Content in Geography in Uyo Education Zone, Akwa Ibom State, Nigeria

Abstract

The relative effects of computer simulation with narration and computer simulation with text strategy on students’ achievement in environmental education content in Geography were investigated among secondary school students in the Uyo Education Zone. A quasi-experimental design was adopted. The population comprises 20,966 senior secondary school two students (SS2) from the 77 secondary schools in the zone. The sample size consisted of 127 senior secondary school two students (SS2) of four intact classes. A purposive sampling technique was used to select four government-owned schools, while the simple random sampling technique was used to assign participants to experimental groups one and two. The Environmental Education Content Achievement Test (EECAT) was the instrument for data collection.  The instruments were face validated by three (3) experts in the field. The reliability coefficient of the environmental education content achievement test was 0.88. Data were analysed using the mean, standard deviation and Analysis of Covariance (ANCOVA) at a 0.05 level of significance with the aid of the Statistical Package for Social Sciences (SPSS). The results show significant differences in the mean achievement scores of students taught Environmental Education Content in Geography using Computer Simulation with Narration Strategy (CSNS) and those taught using Text Strategy. Hence, teachers should utilise computer simulation with narration (CSVS) and computer simulation with text strategy (CSTS) as flexible tools that can enhance students’ achievement in Geography teaching. Consequently, computer simulation strategies should be included in the Geography curriculum.