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

Emmanuel C. Nwigboji; Ndubuisi Nwoke

doi:doi:10.11648/j.innov.20250603.16

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

Emmanuel C. Nwigboji^*

, Ndubuisi Nwoke

Published in Innovation (Volume 6, Issue 3)

Received: 25 May 2025 Accepted: 30 June 2025 Published: 13 August 2025

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Abstract

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.

Published in	Innovation (Volume 6, Issue 3)
DOI	10.11648/j.innov.20250603.16
Page(s)	86-98
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Simulation-Based Instruction, Algebra, Mathematics Achievement, Student Interest, Senior Secondary School

References

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[2]	Adebayo, B. A., & Olanrewaju, M. O. (2022). Teacher-centered vs. learner-centered pedagogies in Nigerian mathematics classrooms: A comparative review. African Journal of Educational Research, 26(2), 45-56.
[3]	Aliyu, I. A., & Hassan, B. K. (2023). Simulation and animation technologies in mathematics instruction: Implications for 21st-century classrooms. Journal of Innovative Mathematics Education, 12(3), 33-42.
[4]	Baggaley, A. R. (1974). Manual for the Academic Interest Inventory Los Angeles; Western Psychological Services.
[5]	Baroudi, S. (2023). Impact of interactive simulations on students’ engagement and learning outcomes in algebra. International Journal of Educational Technology, 18(1), 57-70.
[6]	Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd edition. New York: Academic Press.
[7]	Ezugwu, U. A., & Okolie, P. I. (2021). Investigating the causes of poor academic performance in mathematics among secondary school students in Nigeria. Journal of Educational Studies, 17(4), 101-110.
[8]	Federal Ministry of Education. (2013). National policy on education (6th ed.). NERDC Press.
[9]	Iji, C. O., Ozovehe, B. O., & Okafor, N. C. (2020). Influence of instructional methods on students’ performance in senior secondary school mathematics. Journal of Mathematical Pedagogy, 8(2), 23-30.
[10]	Ogbuanya, T. C., & Uzuegbunam, C. C. (2021). Effectiveness of simulation-based learning in enhancing students’ mastery of mathematical concepts. Nigerian Journal of Science and Technology Education, 9(1), 64-72.
[11]	Okafor, V. C., & Ede, M. N. (2023). Gender equity in simulation-based learning: A case study of secondary mathematics students. Contemporary Issues in Gender and Education, 5(1), 27-36.
[12]	Okoye, N. U., & Ogu, R. N. (2022). Algebra as a foundational concept in STEM education: Implications for curriculum innovation. Journal of Mathematics and Science Education, 15(2), 34-46.
[13]	Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292.
[14]	Uka, J. N., & Okeke, B. C. (2022). Factors affecting secondary school students’ interest and achievement in algebra in South-East Nigeria. African Journal of Mathematics Education, 7(3), 75-85.
[15]	Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[16]	West African Examinations Council (WAEC). (2019-2024). Chief Examiners’ Reports: May/June West African Senior School Certificate Examinations. Lagos: WAEC.
[17]	Zhao, L., Lin, X., & Zhang, Q. (2023). Using digital simulations to improve secondary school students’ understanding of algebraic equations. Educational Technology Research and Development, 71(2), 103-119.

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Nwigboji, E. C., Nwoke, N. (2025). Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation, 6(3), 86-98. https://doi.org/10.11648/j.innov.20250603.16

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Nwigboji, E. C.; Nwoke, N. Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation. 2025, 6(3), 86-98. doi: 10.11648/j.innov.20250603.16

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AMA Style

Nwigboji EC, Nwoke N. Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation. 2025;6(3):86-98. doi: 10.11648/j.innov.20250603.16

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@article{10.11648/j.innov.20250603.16,
  author = {Emmanuel C. Nwigboji and Ndubuisi Nwoke},
  title = {Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools
},
  journal = {Innovation},
  volume = {6},
  number = {3},
  pages = {86-98},
  doi = {10.11648/j.innov.20250603.16},
  url = {https://doi.org/10.11648/j.innov.20250603.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20250603.16},
  abstract = {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.},
 year = {2025}
}

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TY  - JOUR
T1  - Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools

AU  - Emmanuel C. Nwigboji
AU  - Ndubuisi Nwoke
Y1  - 2025/08/13
PY  - 2025
N1  - https://doi.org/10.11648/j.innov.20250603.16
DO  - 10.11648/j.innov.20250603.16
T2  - Innovation
JF  - Innovation
JO  - Innovation
SP  - 86
EP  - 98
PB  - Science Publishing Group
SN  - 2994-7138
UR  - https://doi.org/10.11648/j.innov.20250603.16
AB  - 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.
VL  - 6
IS  - 3
ER  -

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Author Information

Emmanuel C. Nwigboji

Science Education Department, Alex Ekwueme Federal University, Ndufu-Alike, Nigeria

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http://orcid.org/0000-0003-4012-8597
Ndubuisi Nwoke

Science Education Department, Ebonyi State University, Abakaliki, Nigeria

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APA Style

Nwigboji, E. C., Nwoke, N. (2025). Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation, 6(3), 86-98. https://doi.org/10.11648/j.innov.20250603.16

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ACS Style

Nwigboji, E. C.; Nwoke, N. Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation. 2025, 6(3), 86-98. doi: 10.11648/j.innov.20250603.16

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AMA Style

Nwigboji EC, Nwoke N. Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools. Innovation. 2025;6(3):86-98. doi: 10.11648/j.innov.20250603.16

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@article{10.11648/j.innov.20250603.16,
  author = {Emmanuel C. Nwigboji and Ndubuisi Nwoke},
  title = {Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools
},
  journal = {Innovation},
  volume = {6},
  number = {3},
  pages = {86-98},
  doi = {10.11648/j.innov.20250603.16},
  url = {https://doi.org/10.11648/j.innov.20250603.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20250603.16},
  abstract = {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.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Effectiveness of Simulation-Based Instruction (SBI) in Improving Algebraic Achievement and Interest in Nigerian Secondary Schools

AU  - Emmanuel C. Nwigboji
AU  - Ndubuisi Nwoke
Y1  - 2025/08/13
PY  - 2025
N1  - https://doi.org/10.11648/j.innov.20250603.16
DO  - 10.11648/j.innov.20250603.16
T2  - Innovation
JF  - Innovation
JO  - Innovation
SP  - 86
EP  - 98
PB  - Science Publishing Group
SN  - 2994-7138
UR  - https://doi.org/10.11648/j.innov.20250603.16
AB  - 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.
VL  - 6
IS  - 3
ER  -

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