EFFECT OF CONSTRUCTIVE SIMULATION TEACHING STRATEGY ON STUDENTS ACHIEVEMENT AND RETENTION IN CHRISTIAN RELIGIOUS STUDIES: A CASE STUDY OF SELECTED JUNIOR SECONDARY SCHOOLS IN OHAUKWU LOCAL GOVERNMENT AREA OF EBONYI STATE

Abstract

This study investigated the effect of teachers’ use of constructive simulation on students’ achievement and retention in Christian Religious Studies in selected Junior secondary schools in Ohaukwu Local Government Area of Ebonyi State. 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, pretest post-test control group design involving four intact classes were employed. The instrument for students’ achievement test in Christian Religious Studies (SATCRS) was developed, validated and used for data collection. 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. 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.