IMPACT OF COMPUTER-BASED SIMULATIONS ON THE TEACHING AND LEARNING OF COMPUTER SCIENCE: A CASE STUDY OF ABEOKUTA SOUTH LOCAL GOVERNMENT

Abstract

This study investigates the effect of computer-based simulations on computer science students’ achievement in Abeokuta South Local Government Area of Ogun State, Nigeria. The primary objectives were to assess the level of use of computer-based simulations in teaching and learning computer science, compare the academic performance of students exposed to simulation-based strategies with those taught using traditional teaching methods, identify challenges associated with the integration of simulations, and recommend strategies for effective implementation. A descriptive survey research design was adopted, and data were collected through questionnaires administered to 120 randomly selected senior secondary school students. The collected data were analysed using descriptive statistics with the aid of SPSS. The findings revealed that students are generally aware of and familiar with computer-based simulations and perceive them as engaging and effective in enhancing understanding of complex computer science concepts. The use of simulations was found to improve students’ motivation, knowledge retention, confidence, and perceived academic performance when compared with traditional instructional methods. However, the study also identified key challenges limiting effective integration of computer-based simulations, including inadequate technological resources, insufficient teacher training, limited funding, resistance to innovation, and low stakeholder awareness. The study concludes that computer-based simulations have significant potential to enhance the teaching and learning of computer science at the secondary school level. It therefore recommends improved provision of technological resources, regular teacher training programmes, supportive educational policies, increased funding, and stakeholder sensitisation as essential measures for maximising the benefits of simulation-based learning.