The Effect of Simulations on Content Learning in Social Studies for Grade 11 Students

This paper presents a quantitative-qualitative research study as part of a dissertation concerning the effect of simulations on content learning in social studies for Grade 11 students. First names of students who asked to be mentioned in the paper and school names are pseudonyms. This study came about after 30 years of using simulations in social studies classes, but not having tested their effect on student learning.In testing such an effect, this research focused on the question: Do chaordic, scaffolded, and constructivist simulations affect content learning in social studies for Grade 11 students as measured by quantitative and qualitative instruments. The study does measure the effect of such simulations quantitatively and places data in the context of qualitative findings.To test the hypothesis, a quasi-experimental research approach was employed using a nonrandomized control group pretest and posttest design for the quantitative study. Control and test cohorts of pupils went through pretest and posttest phases during which data and findings were collected and analysed. This study did not show statistically significant differences between the control and test group posttest results. The null hypothesis is therefore accepted: Chaordic, scaffolded and constructivist simulations do not affect content learning in social studies for Grade 11 students.