Effect of Simulation-Based Learning Strategy on Academic Achievement in Genetics among Pre-Service Biology Teachers in Ogun Central Senatorial District, Ogun State

A fundamental aspect of Biology which poses significant challenges to pre-service Biology teachers due to the way it is being taught is Genetics. This study examined the Effect of Simulation-based Learning Strategy on Academic Achievement in Genetics among Pre-service Biology teachers in Ogun Central Senatorial District, Ogun State, Nigeria. Using a quasi-experimental design, 62 pre-service Biology teachers from two intact classes in two tertiary institutions participated in the study and were assigned to: simulation-based learning strategy (SBLS) and traditional teaching strategy (TTS). Guided by one hypothesis, the study lasted a period of eight weeks, using Genetics Achievement Test (GAT) (KR-20 = 0.79) for data collection, which was analyzed through Analysis of Covariance (ANCOVA). The result showed no significant effect in academic achievement between the two groups (F(1, 59) = 0.809, p > 0.05), with Partial Eta Squared = 0.014. This indicates that only 1.4% of the variance in posttest scores was attributable to the teaching strategy employed. The study concluded that there is no significant effect of simulation-based learning strategy on academic achievement of Pre-Service Biology Teachers in Genetics in Ogun Central Senatorial District, Ogun State. This implies that, simulation could be a useful instructional tool, while its isolated use may not sufficiently enhance academic outcomes without complementary teaching approaches or adequate facilitator training. It is therefore recommended that Simulation-based learning Strategy be combined with other teaching strategies to improve learning and achievement in Genetics for pre-service Biology teachers in Ogun State.