Effect of Constructive Simulation Teaching Strategy on Students’ Achievement and Retention in Christian Religious Studies
Chapter One
Objective of the study
- To Measure and compare the academic achievement of students exposed to the constructive simulation teaching strategy with those taught through traditional methods by conducting pre and post-assessment tests.
- To examine the extent to which students retain CRS content over an extended period, comparing the retention levels of students who experienced the constructive simulation teaching strategy with those who underwent conventional teaching.
- To investigate the level of student engagement during CRS classes when the constructive simulation teaching strategy is employed.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Constructive Teaching
The term ‘constructive’ deals with effectiveness, while ‘teaching ‘refers to the process of imparting knowledge, skills, attitude, and values. Therefore, constructive teaching entails the meaningful generation of knowledge or information. The idea of constructive teaching emanates from psychological theory, which holds that individuals process knowledge and meaning from their experiences (Turab, 2019; Ali, 2019). Constructive teaching involves a teacher’s ability to reflect on experiences and to learn from them. It implies a teacher’s ability to determine how a lesson is going, where the pit falls are, and how to regulate teaching behaviour in the learning process. For a student, it is the ability to monitor how he or she is performing in the learning process. The success of constructive teaching depends on the extent to which the teacher adopts its principles.
Constructive Teaching Principles
The principles of constructive teaching include:
- Active involvement of learners in the learning process.
- It is learner-centered.
- The learner is viewed as having ownership of the learning process.
- The learning experience of the learner is to be adapted in the learning situation.
- The learning environment is democratic. Learners are to discover their own principles, concepts, and facts. It emphasizes shared responsibilities and decisionmaking.
- Learning is collaborative and cooperative.
- The learner is perceived as a unique individual.
- The teacher assumes the role of a coach or a facilitator.
- The teacher’s role is to provide opportunities for the learner to practice the knowledge and skills in various environments, such as where the learner is expected to apply such knowledge.
- The teacher is expected to encourage the learner by showing a practical example of knowledge and skill application for the learner to observe and be challenged to discuss issues or problems.
- The teacher’s role is to give hints or prompts to challenge the learner.
- Cognitive apprenticeship is proposed to being an effective constructivist model of learning. The expectation is to challenge the learner to be involved in authentic practices through activity and social interaction in the learning situation, while the teacher watches, asks questions, and listens.
- The principle also holds that learning is dynamic, which takes place in a continuous interaction between task, teacher, and learner. Both the teacher and the students are expected to acknowledge each other’s viewpoint and accept their own beliefs, standards, and values.
- Knowledge is perceived to be reflective and it rests on the learner’s existing knowledge. The teacher’s task is to reintroduce the learner’s relevant prior knowledge before the new information. The teacher is also expected to provide aspects of subject areas relevant to what is to be learned, and encourage the learners to use various ways to tackle the problems. The teacher is expected to guide the students by asking questions that can lead them to produce their own conclusion on the subject.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine effect of constructive simulation teaching strategy on students’ achievement and retention in christian religious studies. Selected secondary schools in Uyo, Akwa Ibom state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Effect Of Constructive Simulation Teaching Strategy On Students’ Achievement And Retention In Christian Religious Studies. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an Effect of Constructive Simulation Teaching Strategy On Students’ Achievement And Retention In Christian Religious Studies
Summary
This study was on a Effect Of Constructive Simulation Teaching Strategy On Students’ Achievement And Retention In Christian Religious Studies. Three objectives were raised which included: To Measure and compare the academic achievement of students exposed to the constructive simulation teaching strategy with those taught through traditional methods by conducting pre and post-assessment tests, to examine the extent to which students retain CRS content over an extended period, comparing the retention levels of students who experienced the constructive simulation teaching strategy with those who underwent conventional teaching and to investigate the level of student engagement during CRS classes when the constructive simulation teaching strategy is employed. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo, Akwa Ibom state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the findings of this study underscore the positive influence of the constructive simulation teaching strategy on students’ achievement and retention in Christian Religious Studies. By offering a dynamic and interactive learning experience, this strategy holds promise for educators seeking to enhance the effectiveness of religious education and promote a lasting understanding of Christian principles among students.
Recommendation
Educators are encouraged to consider integrating the constructive simulation teaching strategy into the CRS curriculum. This innovative approach has demonstrated positive effects on academic achievement, knowledge retention, and student engagement. Curriculum developers should explore ways to incorporate constructive simulations into lesson plans and instructional
To ensure effective implementation of the constructive simulation teaching strategy, educators should undergo professional development and training. Workshops, seminars, and training programs can equip teachers with the necessary skills and techniques for designing and facilitating constructive simulations in CRS classrooms.
Recognizing that students have diverse learning styles, educators should adapt constructive simulations to cater to different preferences. This may include incorporating various types of simulations, such as role-playing, virtual experiences, and problem-solving exercises, to appeal to a wide range of learners.
Future research endeavors should focus on conducting longitudinal studies to assess the extended impact of the constructive simulation teaching strategy on students’ knowledge retention in CRS. This will provide a more comprehensive understanding of the strategy’s effectiveness over an extended period.
Given the potential of the constructive simulation teaching strategy to bridge theory and practice, educators and researchers should explore the incorporation of ethical decision-making simulations in CRS. This could provide students with opportunities to apply Christian ethical principles to real-life scenarios, contributing to moral and ethical development.
References
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