Effect of Simulation-Game Teaching Method on Secondary School Students' Achievement in Algebra: Evidence from Awka Education Zone, Anambra State, Nigeria

Abstract

The effect of the Simulation-Game Teaching Method (SGM) on secondary school students’ academic achievement in algebra in was investigated Awka Education Zone of Anambra State, Nigeria. Two research questions and two null hypotheses were used for the study.  A quasi-experimental pre-test post-test non-randomized control group design was adopted. A sample of 164 Senior Secondary Two (SS2) students was drawn from two public secondary schools using a multi-stage sampling procedure. Algebra Achievement Test (AAT), a 50-item multiple-choice instrument with a KR-20 reliability coefficient of 0.86, was used for data collection. The instrument was face and content validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The findings from results showed that students taught algebra using the SGM significantly achieved higher than those taught using the Conventional Lecture Method. Gender did not significantly influence students’ achievement in algebra. The study concludes that the Simulation-Game Method is an effective method for improving achievement of SS2 students in algebra in secondary schools regardless of gender. It is recommended that mathematics teachers be trained in the use of simulation-game method by the state Ministry of Education for algebra instruction and the Mathematics teachers should adopt the use of SGM in teaching