In Search of a More Effective Strategy: Using simulation Games Instructional Strategy for the Teaching and learning of Social Studies in Secondary School

Clifford Edore Ogheneakoke, Sunday Obro, Joseph Benike


This study investigated the effect of simulation game instructional strategy on academic performance of students’ in secondary school Social Studies. The quasi-experimental design was employed. Six schools of one hundred and sixteen (116) Upper basic 2 students constituted the study sample. 50-items multiple-choice Social Studies Achievement test (SSAT) was used to collecting data. The SSAT was tested for reliability, and a value of 0.79 was obtained. Means, Standard Deviation, Analysis of Covariance were used to analyse and interpret data obtained. The result of the study showed that simulation games instructional strategy enhanced Social Studies students’ performance; gender did not influence students’ academic performance. Based on the findings, it was recommended among others that; simulation games strategy should be used Social Studies teaching but while doing this, no special attention should be attached to the sex orientation of the students concerned; Social Studies educators and curriculum planners should incorporate innovative, problem and activity-based instructional strategy like simulation games instructional strategy in all institutions where teachers are trained.


Simulation games; Instructional Strategy; Social Studies; Academic Performance; secondary School.

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