Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools

This study explored the effectiveness of through simulation-based instruction in improving algebraic achievement and interest in Nigerian Secondary Schools. Adopting a quasi-experimental pre-test, post-test non-equivalent control group design, the study was guided by four research questions and six hypotheses. The population comprised 4,893 SS II mathematics students, from which 205 students (121 experimental, 84 control) were sampled through purposive and random techniques. The experimental group (51 males, 70 females) was taught using simulation-based tools GeoGebra and interactive group tasks over a four-week instructional period, while the control group (44 males, 40 females) received conventional lecture-based instruction. Data were collected using Algebraic Achievement Test (KR-20 = 0.86) and the Algebraic Interest Scale (α = 0.84). Mean and standard deviation were used to answer research questions, while ANCOVA tested hypotheses at a 0.05 significance level. Results showed a statistically significant effect of simulation-based instruction on students’ achievement (F (1,200) = 110.239, p < .001, partial η² = .355) and interest (F (1,200) = 47.655, p < .001, partial η² = .192), indicating large effect sizes. Gender and interaction effects were not significant (partial η² < .015). The study recommended that mathematics teachers should integrate simulation-based strategies to foster deeper understanding in other to improve students’ achievement and interest in algebra.