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A REVIEW OF EFFECTS OF SIMULATION AND COLLABORATION TEACHING STRATEGIES ON STUDENTS’ SELF-EFFICACY, ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS IN ABAI STATE
Abstract
This study investigates the Effects of Simulation and Collaboration Teaching Strategies on Students’ Self-Efficacy, Academic Achievement, and Retention in Economics in Abia State. Employing a quasi-experimental research design, the study focuses on assessing how these innovative pedagogical approaches influence students’ performance and confidence levels in secondary schools. A sample of senior secondary school students was selected through a stratified random sampling technique. Participants were divided into three groups: one taught using simulation strategies, another with collaborative methods, and a control group taught using conventional teaching methods.
Data collection involved standardized tests, self-efficacy scales, and retention assessments administered before, during, and after the intervention. Results revealed that both simulation and collaboration strategies significantly enhanced students’ academic achievement and retention compared to the conventional method. Furthermore, the study found that the collaborative approach was particularly effective in boosting students’ self-efficacy, as it fostered peer learning and active participation.
The findings underscore the importance of adopting interactive and learner-centered teaching methods in Economics education to improve academic outcomes and long-term knowledge retention. Recommendations are made for curriculum planners, educators, and policymakers to integrate these strategies into teaching practices for enhanced educational outcomes.
Table of Contents
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
Chapter Two: Literature Review
2.1 Conceptual Framework
2.1.1 Simulation Teaching Strategies
2.1.2 Collaboration Teaching Strategies
2.1.3 Self-Efficacy in Education
2.1.4 Academic Achievement and Retention
2.2 Theoretical Framework
2.2.1 Bandura’s Social Cognitive Theory
2.2.2 Constructivist Learning Theory
2.3 Empirical Review
2.3.1 Effects of Simulation on Learning Outcomes
2.3.2 Effects of Collaboration on Learning Outcomes
2.3.3 Comparative Studies of Teaching Strategies
2.4 Summary of Literature and Gaps Identified
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Instrumentation
3.4.1 Achievement Test in Economics (ATE)
3.4.2 Self-Efficacy Scale (SES)
3.4.3 Retention Assessment Tool
3.5 Validation and Reliability of Instruments
3.6 Procedure for Data Collection
3.7 Method of Data Analysis
Chapter Four: Results and Discussion
4.1 Presentation of Results
4.1.1 Analysis of Research Questions
4.1.2 Test of Hypotheses
4.2 Discussion of Findings
4.2.1 Effects of Simulation on Self-Efficacy, Achievement, and Retention
4.2.2 Effects of Collaboration on Self-Efficacy, Achievement, and Retention
4.2.3 Comparative Effectiveness of Simulation and Collaboration Strategies
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of the Study
5.2 Conclusion
5.3 Recommendations
5.3.1 For Educators and Schools
5.3.2 For Curriculum Developers
5.3.3 For Policymakers
5.4 Limitations of the Study
5.5 Suggestions for Further Research
References
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