Relative Effects of Computer Simulation with Narration and Text Strategies on Students’ Interest in Environmental Education Content in Secondary School Geography
Keywords:
Computer Simulation, Narration and Text Strategies, Interest, Environmental Education, GeographyAbstract
This study investigated the relative effects of computer simulation with narration and text teaching strategies on students’ interest in environmental education-related content of secondary school Geography. Null hypotheses were formulated to guide the study. A pre-test, post-test groups’ non-equivalent group quasi-experimental design was adopted. The population was 20,966 Senior Secondary School Two students (SS2) in Uyo Education zone, with a sample size of 127 SS2 students from four intact classes. Four government-owned schools were purposively selected, and participants were assigned to experimental and control groups using simple random sampling. The Environmental Education Content Interest Scale (EECIS) measured student interest in Environmental Education-related Geography content before and after the intervention. Instruments were face validated by three experts and had a reliability coefficient of 0.75 using Cronbach Alpha. Data were analyzed using mean and standard deviation, with ANCOVA used to test hypotheses at a 0.05 significance level. The findings showed that students taught with computer simulation with text strategy (CSTS) had a higher post-test mean interest score compared to those taught with computer simulation with narration strategy (CSNS). Based on this, it is recommended that computer simulation strategies, including both narration (CSNS) and text (CSTS) methods, be incorporated into the Geography curriculum and other subjects to enhance student interest and engagement.
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