EFFECTS OF SIMULATION STRATEGY AND PLAYWAY STRATEGY IN BREAKING BARRIERS TO STUDENTS’ LEARNING OF DIFFICULT CONCEPTS IN BIOLOGY IN ODEDA LOCAL GOVERNMENT AREA, OGUN STATE

Abstract

This study investigated the effects of simulation and playway strategies on students' learning of difficult Biology concepts in Odeda Local Government Area, Ogun State. The study adopted a quasi-experimental design involving pre-test and Post-test non-equivalent research design.The sample size comprised of two hundred research participants comprising of Senior Secondary School class two drawn from four (4) Senior Secondary Schools. Four research hypotheses guided the study and were tested at 0.05 level of significance using ANOVA and t-test statistical tools. The results showed a significant difference in academic performance between students taught with simulation (t-cal = 3.69, p-value < 0.05) and playway methods (t-cal = 2.57, p-value < 0.05), with both methods outperforming traditional teaching. However, no significant difference was found between simulation and playway methods (t-cal = 1.96, p-value > 0.05). The study concluded that simulation and playway methods enhance Biology students' performance, and recommended that teachers incorporate these methods into their lessons, while support should be given from government and school authorities by providing play and simulation teaching aids and instructional materials such as models, charts, real-life objects, projectors, DVD, Video CDs, etc., which will enhance the teaching of biological concepts.