Article Details

This study investigated the Effect of Simulation Instructional Package on Students Interest and Achievement in Electrolysis in Nasarawa-Eggon Local Government Area of Nasarawa State. The population of the study consists of 1,128 SS2 Chemistry students in public senior secondary schools in Nasarawa-Eggon Local Government Area of Nasarawa State. 719 of the total population are males, while 409 are females (NSME 2023/ 2024). The sample comprises two intact classes with 95 SS2 students. The design that was used is quasi-experimental of pre-test, and post-test non-equivalent control group design. Nine 9 research questions were raised in relation with nine objectives of the study and nine correspondent hypotheses were postulated to guide the study. A multi-stage random sampling technique was used for the study. The instruments that were used are Electrolysis Achievement Test (EAT), and Electrolysis Interest Rating Scale (EIRS). The validity indices were established at 0.73 for EAT. The reliability coefficient of the instruments were determined using Kuda-Richardson (KR-21) formula for EAT and Cronbach Alpha for EIRS. Their reliability indices were 0.79 for EAT and 0.90 for EIRS. Descriptive statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of ANCOVA was used to test the hypotheses at 0.05 level of significance. The findings of this study revealed that there was high significant difference between the mean interest and achievement scores of the experimental group (simulation instructional package) and control group (conventional instructional method), suggesting that students achieve better knowledge when using simulation instructional package than conventional instructional method. It was recommended that Chemistry teachers should be encouraged to adopt simulation instructional package in teaching electrolysis.