OKEKE, CATHERINE NWADA AMARA

PG/Ph.D/07/43705

EFFECT OF CONSTRUCTIVE SIMULATION TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT AND RETENTION IN CHRISTIAN RELIGIOUS STUDIES

DEPARTMENT OF ARTS EDUCATION

FACULTY OF EDUCATION

Ebere Omeje Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

EFFECT OF CONSTRUCTIVE SIMULATION TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT AND RETENTION

IN CHRISTIAN RELIGIOUS STUDIES

BY

OKEKE, CATHERINE NWADA AMARA

PG/Ph.D/07/43705

DEPARTMENT OF ARTS EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: PROF. OBY NWAFOR

DECEMBER, 2015

TITLE PAGE

EFFECT OF CONSTRUCTIVE SIMULATION TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT AND RETENTION

IN CHRISTIAN RELIGIOUS STUDIES

BY

OKEKE, CATHERINE NWADA AMARA

PG/Ph.D/07/43705

A THESIS PRESENTED TO THE DEPARTMENT OF ARTS EDUCATION IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) IN EDUCATIONAL TECHNOLOGY

SUPERVISOR: PROF. OBY NWAFOR

2015

AFFIRMATION

I, Okeke, Catherine Nwada Amara a postgraduate student in the Department

of Arts Education University of Nigeria, Nsukka with Reg. NO.

PG/Ph.D/07/43705 declare that the work embodied in this thesis report is

original and has not been submitted in part or in full for any other diploma or

degree of this University or any other University.

____________________ Okeke, Catherine Nwada Amara PG /Ph.D/07/43705 Student

APPROVAL PAGE

This Thesis has been approved for the Department of Art Education, University of

Nigeria Nsukka

By

________________ _________________ Prof. Oby Nwafor Internal Examiner Supervisor

________________ __________________ External Examiner Dr. P.N. Uzoegwu

Head of Department

____________________ Prof. U.C. Umo Dean of Faculty

DEDICATION

This work is dedicated to Almighty God who guided and sustained me throughout

the period of the study.

ACKNOWLEDGEMENTS

The success of this project is due to the wonderful assistance I enjoyed from my

supervisor, Prof. Oby Nwafor of the Faculty of Education University of Nigeria,

Nsukka. She took great pains to read through each stage of this work and offered

constructive criticisms and very valuable suggestions. Her effort in guiding and

encouraging me while this research work was in progress are most gratefully

acknowledged.

I am also profoundly indebted to Dr. U. Asogwa and Dr. F.M. Onu who

made challenging criticisms and useful suggestions at some stages of this work. In

addition, grateful acknowledgement is given to Prof. U. Eze for his guidance and

sharing his talent with the researcher.

Finally, I want to thank my husband, Evans Okeke, my son, JohnBosco

Onyeka Okeke, my sister Loveline Ekweogu, my typist Assumpta Ibekwe and

my family friend Elijah Nwoye who co-operated very willingly and catered for

me throughout the period of the study.

TABLE OF CONTENTS

Title Page i

Approval Page ii

Dedication iii

Certification iv

Acknowledgements v

List of Tables vi

List of Figures vii

Abstract viii

Table of Contents ix

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 13

Purpose of the Study 15

Significance of the Study 16

Scope of the Study 19

Research Questions 19

Hypotheses 20

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework 23

- Concept of constructivism 23

- Concept of Simulation 24

- Constructive Simulation 25

- Constructive Simulation Instructional Model 28

- Concept of Achievement 30

- Concept of Retention 34

- Christian Religious Studies Curriculum for Secondary

Schools 36

- Gender and Achievement in Christian Religious Studies 38

- Gender and Retention in Christian Religious Studies 40

Theoretical Background 41

- John Dewey’s philosophy of reflective practice 41

- Piaget’s theory of cognitive development 43

- Vygotsky’s theory of social cognitive 45

Empirical Studies 49

Summary of Review of Related Literature 54

CHAPTER THREE: RESEARCH METHOD

Design of the Study 57

Diagrammatic Representation of the Design 57

Area of the Study 59

Population of the Study 60

Sample and Sampling Technique 60

Instrument for Data Collection 61

Validation of the Instrument 62

Reliability of the Instrument 63

Experimental Procedures 64

Control of Extraneous Variables 66

Method of Data Analysis 69

CHAPTER FOUR: RESULTS 70

CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS,

LIMITATIONS AND RECOMMENDATIONS

Discussion 84

Summary of the Study 93

Conclusion 95

Educational Implications 96

Limitations of the Study 97

Recommendations 97

Suggestion for Further Study 99

References 100

Appendix A:Permission Letter to the School Authorities 107

Appendix B: Showing sample statistics of Anambra State

Basic Education Certificate Examination 2007 – 2011 109

Appendix C:Training Manual 110

Appendix D: Hand Note on Constructive Simulation 123

Appendix E: Research Instruments 135

Appendix F: Lesson Plan 144 Appendix G:Validation of Research Instrument 184 Appendix H: Reliability of the Instrument 187 Appendix I: Distribution of subjects according to teaching methods 190

Appendix J: Computation of Data for students’ tests 191

LIST OF TABLES

Table 1: Showing sample statistics of Basic Education Certificate

Examination (BECE, 2007-2011) 33

Table 2: Distribution of the sample of the study 190

Table 3: Table of specification 186

Table 4-7: Data for analysis of research Questions 71

Table 8-9: Data for analysis of hypothesis 77

LIST OF FIGURES

Figure 1: Diagrammatic representation of construction/reconstruction

of mental Structure 48

Figure 2: Diagrammatic representation of the design of the study 57

ABSTRACT

This study investigated the effect of teachers’ use of constructive simulation on students’

achievement and retention in Christian Religious Studies in secondary schools, in Awka

South Local Government Area of Anambra State. The study also considered the influence

of gender on students’ academic achievement and retention. The achievement and

retention ability of students taught with constructive simulation were compared with that

of students taught with conventional lecture method. The study was guided by six

research questions, and six hypotheses. A quasi-experimental design, specifically, pre test

post-test control group design involving four intact classes were employed. The

population comprised of 2,170 JS3 CRS students of 12 State Government co-educational

secondary schools in Awka South Local Government Area. A sample of 174 JS3 students

distributed in four intact classes, drawn by both purposive and simple random sampling

techniques from four co-educational schools took part in the study. The students in intact

classes were randomly assigned either to experimental groups (constructive simulation

group) or control groups (conventional method group). Two intact classes in two

different schools formed the experimental groups and the other two intact classes in two

other schools as control groups. Both the experimental groups and the control groups

were taught the same topics. The instrument for students’ achievement test in Christian

Religious Studies (SATCRS) was developed, validated and used for data collection. The

instrument was trial-tested on a sample of 25 JS3 CRS students who were not part of the

actual study. The reliability of the instrument was determined using Kudder Richardson

formula for internal consistency and Pearson Product Movement Correlation Coefficient

formula for stability. The reliability value of the instrument was 0.79 and 0.85

respectively. The data collected were analyzed using mean and standard deviation to

answer research questions while the hypotheses were tested using analysis of Covariance

(ANCOVA) at 0.05level of significance. The results of the study revealed that

constructive simulation had significant effect on students’ achievement and retention in

Christian Religious Studies. Also, the effect of constructive simulation and gender

combined on students’ post-test achievement in Christian Religious Studies was

significant, however gender and the method had no significant effect on students’

retention in Christian Religious Studies. It implies from the findings of the study that

there is need for CRS teachers to adopt the use of constructive simulation in teaching as it

proved more effective in improving students’ achievement and retention in Christian

Religious Studies. It is recommended that government bodies, stakeholders in education,

Nigerian Educational Research and Development Council (NERDC) and National

Teachers’ Institute (NTI) should organize and sponsor workshops, seminars, conferences

or in-service training to train and encourage teachers on the use of constructive

simulation as an innovative technique.

CHAPTER ONE

INTRODUCTION

Background of the study

Christian Religious Studies (CRS) is expected to produce a morally

literate citizenry that can perceive the religious dimension of social

responsibilities in the home, the school and the entire society. The much desired

sound moral education of our nation can be achieved when students acquire basic

education in Christian Religious Studies before leaving school. The knowledge

obtained through sound Christian Religious education will lead to improvement in

the moral quality of individual and society as a whole. Christian Religious Studies

is a necessary subject for tolerance, peace, national unity and development of a

nation. It is implied that for any meaningful growth and development to be

achieved, Christian Religious Studies must be given adequate attention (Achebe,

2005).

Christian Religious Studies is one of the non vocational subjects offered

at all levels of Nigerian education system. It is an important subject that has

positive impact on human life and national development. It is not only important as

a school subject but should be seen as a bedrock of moral living and very vital part

of life itself (Oduma, 2007). It appears that the value of Christian Religious

Studies in the lives of individuals and the society at large inspired its inclusion in

1

school curriculum at all the levels of educational system in Nigeria. Hence, the

Federal Republic of Nigeria (FRN, 2004) stressed the objectives of teaching and

learning CRS in basic education under secondary education. Some of the

objectives include inspiring students with a desire for self improvement, raising

individuals who can think for themselves, appreciate dignity of labour, societal

values, fostering national unity and live as good citizens.

The current CRS of today presents the curriculum in themes, as a

living guide to individuals. The themes can lead the students and teachers to

discover several Biblical topics at the same time as they relate to societal values

(Obinna, Qucoopome & Shyllon, 2000 in Onochie, 2005). This implies that the

topics bring together as a whole, and relating to societal values is germane to

providing learners at junior secondary school level with functional knowledge to

meet the aspirations of the society. If this is to be achieved, CRS must be taught

by competent teachers who are knowledgeable enough about the subject as

presented in themes. Competent teachers implies teachers that have ability to

perform well in teaching to enhance students’ learning process. Competence in

teaching embraces combination of knowledge, skills and attitude that can be

developed through training, and which are adequate for achieving some specific

tasks. Some of these tasks for teacher include understanding of learners’

development, learning problems, classroom management, adequate knowledge of

subject matter, and use of instructional materials (Olaitan & Agusiobo, 1984 in

Okonkwo, 2010). This implies that the competency level of a teacher can be

determined by how much the learners have gained from instructional process

In consequence to produce competent teachers for the basic education,

the Federal Republic of Nigeria (FRN, 2004) laid emphasis on the training of

quality teachers for effective teaching and learning. The federal and state ministries

of education in order to implement this policy on the training of teachers made it

imperative that quality teachers should be trained. It is regrettable to note that with

the emphasis on the training of quality teachers, the results of students on Christian

Religious Studies do not give impression that all is well with the teaching method

employed by the teachers.

The reports of the Examination Development Centre (EDC), in charge of

Basic Education Certificate Examination in Anambra State stressed the high

rate of failure in CRS, for five years (2007-2011) especially in the theme

containing the Epistles. The reports attributed the cause of students’ poor

performance to lack of knowledge of subject matter, non commitment and

poor methodology on the part of teachers. Alubaleze (2004) posited that poor

method of teaching like the conventional method or lecture method is the root

factor to students’ poor achievement and retention in CRS. Alubaleze (2004)

further explained that lecture method is teacher-centered. Lecture method makes

instruction boring and the teacher cannot guarantee carrying the boring students

(Nwizu & Nwobu, 2003 in Okeke 2007). The implication is that lecture method

makes the teacher active and the learner passive listener in the teaching and

learning environment. With the poor performance of students in public

examinations coupled with societal vices prevalent in the society, especially among

the youths, there is need for instruction to be more effective to enhance students’

academic achievement and retention in the subject as well as discipline leading

to values that will make individuals live as good citizens.

It is expected that with the emphasis on the training of teachers, the level of

instruction would improve which invariably would enhance better academic

achievement and retention in the subject. Academic achievement is viewed as

attainment in a school subject as symbolized by a score or mark on an achievement

test (Okoro in Ogbonna 2007). Ogbonna (2007) further explained that academic

achievement depends on various factors which include the teacher’s instructional

methods, learning environment and the learner. The same factors affect retention

of learning. Retention can be defined as learner’s ability to recall facts that have

been previously learned. Okeke-Okosisi (2012) referred to retention of learning as

learner’s ability to transfer information earlier learned or learner’s ability to repeat

performance, or behaviour earlier acquired, elicited after a period of time. It

implies that a learner who repeats an acquired information with less error is said to

have retained the learned material. Retention of learning is affected by the method

of learning, the degree of reinforcement and learners’ capacity to learn. This entails

that the teaching method is expected to simulate students to learn and equally have

ability to enforce learning retention. The implication is that evaluation of students’

learning needs to extend beyond post test for a consideration of individual students

in terms of their ability to generalize and transfer learning.

Nevertheless, some factors have been identified to account for students’ poor

achievement and retention in Christian Religious Studies as gender. Gender

difference is a very strong issue in Nigerian culture. Among Nigerians, there is a

general belief that males are superior to females in terms of physique, cognition,

logical reasoning and even superior in academic reasoning (Anigbogu, 2002 in

Okafor, 2006). Some factors have been identified as responsible for the differences

in male and female academic achievement and invariably in retention ability. The

factors include sex-role stereo-typing, masculine image of inability to withstand

stress and female socialization process. Sex-role stereo-typing appears to be the

origin of the difference between males and females in science and arts education

(Okeke-Okosisi 2013). The stereo-types tend to place female students at a

disadvantage relative to male students in science subjects. In academic

performance, male students tend to perform better than females in science, while

female students tend to perform better than male students in liberal arts and social

science subjects (Ilojeme, 2012).

However, some studies have shown contradictory in students’ academic

achievement and retention in science and liberal arts / social science subjects

which CRS is one. Ibekwe (2005) observed that there was no statistical significant

difference in the academic achievement of male and female students in literature in

English. The disparity in male and female students’ achievement in Social sciences

and Arts subjects has revealed that other factors apart from sex role stereo-typing

can affect students’ academic achievement and retention than gender.

This implies that various factors contributed to students’ poor

academic achievement and retention in CRS. Opara (2005) posited that though

poor academic performance of students in different school subjects may be related

to lack of students’ commitment to their studies, lack of interest, inadequate

support from their parents and even the government; all that the teacher commonly

use is conventional or lecture method, rather than strategies that provide students’

active participation

This entails that the teacher ought to engage in self - evaluation

regarding the quality of instruction. The teacher is required to reflect on his/ her

methodology and students’ learning style in order to device a means of making

instructional process learner–centred. Hence, any mismatch between teaching and

students’ perceptual strength results to teacher’s poor performance and students’

poor academic achievement (Ejide, 2011). It is likely that CRS teachers neither

think about the students’ academic performance nor evaluate their method of

teaching and learning activities through reflection. Olayode (2012) noted that

reflective practice in teaching-learning process has to do with how we teach and

learn. It fits in the interpretive view of teaching and learning, a move towards

critical thinking of the way we teach and learn. Reflective practice in teaching is

a kind of teaching strategy which has to be viewed in terms of what teacher can

do for himself / herself and for the students to ascertain productivity in teaching

and students’ learning. In this extent, reflective practice in teaching is a call to

combine theory and practice to maintain and sustain teaching profession.

Reflective practice in teaching is characterized by its dynamic process that

intends to lead through successive cycles. Neil (2004), Sumerville and Keeling

(2004), Mamede and Schmidt (2004) highlighted reflective practice skills as:

involving self monitoring and reflection; active concern with aims, consequences,

means and technical efficiency; and cyclical process in monitoring, evaluating

and revising practice continuously. Other skills are competence in methods of

evidence-based classroom inquiry to support the progressive development of

higher standard of teaching; attitudes of open-mindedness, responsibility and

whole heartedness; teacher judgment informed by evidence-based inquiry and

insight from other research; collaboration and dialogue with colleagues; and

creatively mediating externally and develop frameworks for teaching and learning.

The principles imply that a reflective teacher gathers information from

classroom activities analyzes and assesses the information. The teacher identifies,

explores procedures and compares with those of others, and goes back to the

starting point to refine the activities for improvement. Teachers have significant

roles to play in the process of teaching and learning to make it meaningful.

They are expected to consider immediate aims and consequences of classroom

practices. They are expected to be aware that classroom work cannot be isolated

from the influence of the wider society and therefore have to consider both areas.

They are principally expected to plan, make provision and execute. They are

demanded to monitor, observe learners and collect data on the learners’ intentions,

actions and feelings. They are also charged to analyze their evidence critically and

evaluate it so that they can share and subject it to judgment and decision- making.

It may lead them to revise their classroom policies, plans and provision before

starting the process again. On this note, they may draw knowledge from colleagues

by associating with them, sharing experiences with colleagues and teacher trainees.

This may occur in schools, in seminars or tutor-groups and workshops. Bearing in

mind reflective practice principles, teachers seem to be more committed to

teaching and learning process (Moon, 2004).

It is asserted that reflective practice in teaching rests on constructivism and

meta-cognition (Oduma, 2007). It is based on the fundamental principle about

sharing authority. Constructivism and meta-cognition motivate the experiences and

activities offered to teachers as they review their practices and attempt to change

(Okereke, 2010). Constructivism refers to the learning theory which argues that

learners generate knowledge and meaning out of their experiences, while meta-

cognition refers to the theory that deals with how people think. It suggests that

learners build knowledge upon experiences. It tries to explain people’s ability to

think about what they are doing and think why they are experiencing it. In teaching

and learning process, it is ability to reflect on experiences concerning teaching-

learning situations and to learn from them. It requires teachers’ ability to determine

how a lesson is going on, where the pitfalls are and how to regulate teaching

behaviour while teaching. Constructivism and meta-cognition are often associated

with pedagogic approaches that promote active learning or learning by doing; and

a variety of methods are based on them (Okereke, 2010).

The methods that rest upon constructivism are referred to as constructive-

oriented methods. Some of the constructive –oriented methods include

simulations, games, project method, co-operative learning method, concept

mapping and the like. The Nigerian Educational Research and Development

Council (NERDC, 2008 & 2009) suggested that teaching methods should embrace

teaching innovations like constructive–oriented methods to improve teaching and

learning. The council pointed out that constructive-oriented methods foster

students’ active participation in the learning process. Constructive-oriented

methods encourage peer interaction and enhance learning rate than the lecture

method (Okereke, 2010). The implication is that the memory of the classroom

activities register easily in students’ memory as they interact with their peers.

Learning is more meaningful when students are active participants and in the use

of constructive-oriented methods, students are said to be active participants

(Obiekwe, 2008 & Ogbonna, 2007) Different studies have used constructive-

oriented methods in a variety of studies but little is known about its usage in CRS.

Okereke (2010) used constructive –oriented method in teaching Biology, while

Okeke-Okosisi (2012) used the method in Agricultural Science. This study

considers simulation method which is one of the instructional methods that has its

bases in constructivism.

Simulation can be defined as the imitation of some things, state of affairs or

processes. It is described as a method of teaching whereby learners are engaged in

a world of pretence or imitation (Ndu, 2010). Simulation is a concept in

educational process which can be used to show the eventual real effect of action.

The basis of simulation instructional model on constructivist learning theory makes

it constructive. Hence, the two concepts, constructive and simulation combine to

form the term constructive simulation.

Constructive simulation can be referred to as a process of instruction that

spur learners to use experiences to imitate real things, abstracts, state of affairs,

characters or processes as closely as possible in producing knowledge.

Constructive simulation relies on some guided discovery where the teacher avoids

most direct instruction; and attempts to guide the students through questions and

activities, to discover, discuss, appreciate and verbalize the new knowledge

(Walker, 2008 in Okekeokosisi 2012). It implies that constructive simulation is

dependent on learning as a guided discovery.

In a constructive simulation classroom environment, students are encouraged

for free expression, collaboration and exchange of ideas with their peers. In

constructive simulation classroom, the students engage in problem-solving

provided with prompts. Homelo-Silver (2006) supports the notion that in the

process of utilizing hints, students strive to transform experiences into information

meaningful which can lead them to achieve the desired goal. Jong (2005) noted

that constructive- oriented methods (which constructive simulation is one of them)

are active pedagogies that are learner-centred. This implies that constructive

simulation provides opportunity to students to develop creative thinking and skills

as well as more positive attitude towards learning experiences than lecture method.

Students are more likely to acquire critical thinking skills and meta-cognitive

learning strategies, such as learning how to interact with peers as opposed by

listening to lectures (Hmelo-Silver, 2006). In addition, Homelo-Silver (2006)

depicted that constructive oriented- methods should result in positive effects on

students’ achievement and retention of information. Constructive simulation

activities involve carefully structured learning activities whereby students are held

responsible for their contribution, participation and learning. Students interact and

learn from more skilled peers. It is unlike lecture method where students are

rendered mere listeners. Thus, constructive simulation appears to be activity-

oriented method that tries to simulate students to action.

Since the teaching methods employed in CRS seemed to have denied

students active participation in the learning process, the question now becomes to

what extent would students perform and retain learned materials when taught CRS

using constructive simulation? This gap in knowledge underscores the need to

investigate effect of teachers’ use of constructive simulation on students’

achievement and retention in Christian Religious Studies. Hence, a study of

achievement and retention in the subject CRS becomes desirable.

Statement of the Problem

The primary purpose of teaching is students’ learning. It is expected that

students who are taught will go in for public examination like Basic Education

Certificate Examination (BECE) and perform creditably well. It is unfortunate that

the reverse is the case with the teaching of Christian Religious Studies.

The background of the study established the importance of CRS as a subject

that has positive impact on human life and national development. The subject

therefore requires to be taught by competent teachers who can guide students

towards attaining the desired educational goal. But there is a serious decline in

students’ achievement in the subject. Basic Education Examination Development

Centre (2012) reports of Basic Education Certificate Examination of 2007-2011

in Anambra State affirmed the poor performance of students in the subject. The

reports attributed the cause of the students’ poor performance to the lack of

knowledge of subjesct matter, non commitment and poor methodology on the part

of teachers. Poor method of teaching could be as a result of persistent use of

lecture method of teaching in the classroom. Lecture method appears to have

rendered the students passive and encourage rote memorization of the curriculum

contents. Lack of success in academic performance can result to inappropriate

behaviour and frustration on the part of students. It is likely that such unsuccessful

situation can lead to breakdown in moral and educational growth of a nation since

the main goal of Christian Religious Studies is to produce good and self reliant

citizens. It could be observed that rote learning does not foster transfer of

knowledge which occurs as a result of retention of information learned. As such, it

could be noted that lecture method is not so effective and as a result, affects the

performance of students in public examinations. The foregoing therefore

underscores the need to explore other teaching methods that would enhance

students’ cognitive achievement and retention of the subject matter, and possibly

motivate students to commit themselves in learning CRS. In addition, teachers

being the implementers of any educational policy on school curriculum require to

be highly committed in guiding the students towards achieving the desired

educational objectives.

It has been argued that constructive-oriented methods foster teachers’

commitment and students’ active participation in teaching-learning process. Also,

it has been argued that students can learn effectively by the use of constructive-

oriented methods. On this basis, it becomes worthwhile to explore how teachers’

use of constructive simulation will affect students’ achievement and retention in

Christian Religious Studies.

Purpose of the study:

The main purpose of the study was to ascertain the effect of teachers’ use of

constructive simulation on students’ achievement and retention in Christian

Religious Studies (CRS). Specifically the study was set out to:

1. Determine the mean achievement scores of students taught Christian

Religious Studies with constructive simulation and those taught with

conventional lecture method, as measured by CRS achievement test.

2. Determine the achievement scores of male and female students exposed to

constructive simulation..

3. Determine the interaction effect of method and gender on students’

achievement in CRS.

4. Determine the retention scores of students taught CRS with constructive

simulation and those taught with conventional lecture method.

5. Determine the retention scores of male and female students exposed to

constructive simulation.

6. Determine the interaction effect of method and gender on students’ retention

in CRS.

Significance of the Study

The study has both theoretical and practical significance. Teachers, students,

curriculum planners, researchers, the government and society will benefit from the

findings.

Theoretically, this study will provide opportunities for elaboration and deep

understanding of cognitive and social cognitive theories application in instruction.

Cognitive theory states that learning occurs based on learner’s experiences and

stages of intellectual development. Result of this study will provide more

information on cognitive theory as it concerns CRS students. The findings will

help teachers to take cognizance of students’ learning experiences and give

students tasks that are related to their prior experiences. Teachers will be guided

to move from simple to complex tasks, since learning new information depends on

what is already known. Curriculum planners will always consider the entry

behaviour of students as they plan the curriculum. Besides, social cognitive theory

proposes that learning occurs due to social interaction and cultural environment.

The result of the study will be an enabling tool for more knowledge, creativity and

skill, since collaborative learning which social cognitive theory promotes

encourages peer interaction and exchange of ideas. The peer interaction enhances

learning and helps to foster co-operation and unity among students. The result

could provide more information with which to elaborate the theory.

The findings of this study will motivate teachers to be ever ready to adapt to

any innovation in teaching methods. Adapting to any change in teaching methods

will help teachers to improve their teaching performance. Hence, the teachers will

be able to guide the students towards achieving the desired educational goal at the

time. The findings will also be an enabling tool for teachers to realize the need to

create constructive classroom environment that features active participation of

learners, democracy and interactivity. Besides, the result of the study will be a

motivating factor for the teachers to value other peoples’ perspectives and honour

knowledge gained through experiences. The findings will also contribute to

teachers’ professional development. Hence, the findings will enable the teachers to

recognize their responsibilities as teachers since the findings will motivate them to

attend seminars, workshops where they will be equipped for professional

development.

The findings will help to simulate students’ interest in studying Christian

Religious Studies because they will participate actively in learning process. The

result will help to promote students’ affective, cognitive and psychomotor domains

since the students will interact and exchange ideas with their peers; and manipulate

instructional materials. Students will also realize that they need CRS even for their

future career and for better living.

Curriculum planners will also benefit from the findings. The findings will

provide empirical evidence to curriculum planners on effect of constructive

simulation on students’ achievement and retention in CRS. Curriculum planners

will be able to use the findings of the study to organize seminars for teachers in

order to address what has been done to promote teaching methods; and how these

efforts are affecting students’ learning outcomes. Also, curriculum planners will be

able to use the findings to recommend to the government on how to improve upon

the quality of teachers through seminars, workshops and in- service training.

The result of the study will guide researchers. It will serve as source material

in their review of empirical study of related literature.

The findings of this study will be of immense benefit to the

government at different levels. The findings will motivate the government to

approve the adoption of constructive simulation model as a better instructional

strategy, through the policy makers and educators as policy initiative in

Nigerian Educational system as it is done in some developed countries. Besides,

the government through the policy makers, curriculum planners and educators will

from the outcome of the study recommend the use of constructive simulation for

teaching of CRS and other subjects in schools.

The society at large will also benefit from the findings of the study. This is

because when the students’ performance improves, the condition of the society will

also improve.

Scope of the study

The curriculum content for the study includes dignity of labour, civic

responsibilities and love. These topics were chosen based on the fact that, they

were aspect of the Christian Religious Studies (CRS) curriculum (themes from

Epistles) taught in secondary schools during the period the experiment was carried

out. Also, evidence showed that students’ performance in these themes was poor.

The study was limited to State Government Co-educational Secondary Schools in

Awka South Local Government Area of Anambra State.

Research questions

1. Is there any difference in the mean achievement scores of students taught

Christian Religious Studies using constructive simulation and students

taught using conventional (lecture) method in Christian Religious Studies

achievement test ?

2. What difference exists in the mean achievement scores of male and female

students taught with constructive simulation?

3. What is the effect of method and gender interaction on students’

achievement in Christian Religious Studies?

4. What difference exists in the mean retention scores of students taught

Christian Religious Studies using constructive simulation and students

taught using conventional lecture method?

5. What difference exists in the mean retention scores of male and female

students taught Christian Religious Studies with constructive simulation?

6. What is the effect of method and gender interaction on students’ retention of

Christian Religious Studies?

Hypotheses

The following null hypotheses were tested at 0 .05 level of significance.

HO1: There is no significant difference in the mean achievement scores of students

taught Christian Religious Studies (C.R.S.) using constructive simulation

and those taught using conventional lecture method.

HO2: There is no significant difference in the mean achievement scores for male

and female students taught Christian Religious Studies with constructive

simulation.

HO3: There is no significant difference in the interaction effect of method and

gender on the achievement of students in Christian Religious Studies.

HO4: There is no significant difference in the mean retention scores of students

taught Christian Religious Studies with constructive simulation and

conventional method.

HO5: There is no significant difference in the mean Christian Religious Studies

retention scores for male and female students taught with constructive

simulation.

Ho6: There is no significant difference in the interaction effect of method and

gender on the retention of students in Christian Religious Studies.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter presents the related literature reviewed for this study. The literature is

reviewed under the following sub-headings:

Conceptual Framework

- Concept of constructivism

- Concept of Simulation

- Constructive Simulation

- Constructive Simulation Instructional Model

- Concept of Achievement

- Concept of Retention

- Christian Religious Studies Curriculum for Secondary Schools

- Gender and Achievement in Christian Religious Studies

- Gender and Retention in Christian Religious Studies

Theoretical Background

- John Dewey’s philosophy of reflective practice

- Piaget’s theory of cognitive development

- Vygotsky’s theory of social cognitive

Empirical Studies

Summary of review of related literature

22

Conceptual Framework

Concept of Constructivism

Constructivism can be referred to as psychological theory that depicts how people

learn. Constructivism argues that individuals process knowledge and meaning out

of their experiences. Constructivism focuses on learning as an active process of

trying to make sense of new experiences (Okereke, 2010). Constructivism can be

defined as educational movement that involves teaching-learning process in which

learners are guided to produce their own knowledge from their experiences. Borich

and Tombari 1995 in Nwafor (2007:74) described constructivism as:

An educational movement in which instruction is

designed and sequenced to encourage learners to use

their experiences to actively construct an understanding

that makes sense to them rather than by having

information presented in a pre-organized format.

Constructivism upholds the idea that the learner is not a tabularasa, but

comes to the learning environment with prior knowledge. In the process of

integrating new ideas and information into already existing knowledge, the learner

can structure new knowledge that becomes unique to the learner’s thinking.

Constructivism can also equip the learner with higher cognitive skills (problem-

solving and thinking skills), affective (co-operative and solidarity), and meta-

cognitive abilities that will enable the learner to cope with the events of the world

(Nwafor, 2007). Meta cognitive abilities refer to knowledge, skills and values that

go beyond cognitive domain. It means people’s ability to reflect on what they are

doing and thinking why they are experiencing it (Clark, & Elen, 2006). It implies

reflecting on experiences that can result to eventual production of knowledge.

Concept of Simulation

Simulation can be referred to as a state of artificial construction of a

particular set of conditions in order to study something that can exist in reality. It

can be defined as the imitation of some real thing, state of affairs or process.

Nwafor (2007) described it as an on-going process that represents central features

of reality or real situation of something. The act of simulating something generally

implies representing certain important characteristics or behaviour of a selected

physical or abstract system.

Simulation as a concept in education can be defined as a method of

instruction whereby learners are encouraged to imitate certain situation or

characters with a view to build knowledge. It is described as an instructional

strategy that provides opportunity for learners to construct reality or real life

situation as closely as possible (NERDC, 2008). Similarly, Ndu (2010) described

simulation as a concept in teaching whereby learners are engaged in a world of

pretence or imitation. It is a concept in teaching -learning process which can be

used to show the eventual real effects of alternative conditions and courses of

action. Simulation can allow experiments to be conducted within a fictitious

situation to portray the real behaviour and outcomes of possible conditions

(Retteberg, 2004). Simulation involves feigning or imitation of real thing or

situation for a purpose of obtaining intended results. Aldrich (2004) stated various

types of simulation to include live simulation, virtual simulation and constructive

simulation but this study intends to focus on constructive simulation.

Constructive Simulation

Constructive simulation entails a situation where motivated learners utilize

simulator in a simulated environment (Aldrich, 2004). Motivated learners in the

context of teaching and learning can be referred to the students who are simulated

to imitate characters, state of affairs, or abstracts and processes or use model of

real materials. A simulator is referred to as an abstract or model of real materials

produced to be similar to the real object as closely as possible. When a simulator is

operated, it gives result closely as those of real situation (Garba, 2004). In the

context of learning, constructive simulation instructional model entails learning

process that involves simulated activities which can represent real world situation.

It features combination of constructive teaching and simulation instructional model

in the learning process. Obiekwe (2008) stated features of constructive teaching

to include active involvement of learner in teaching and learning process. The

emphasis is on the learner rather than on the teacher and the content, thereby

making teaching - learning process learner-centred. The principle involves

supporting learning as an active process whereby learners are to be allowed to

discover principles, concepts and facts for themselves (Ogbonna, 2007). The

learner is viewed as the ownership of the learning situation. The principle holds

that the learner is perceived as a unique individual with unique needs, experience,

and from a particular background and culture (Jong, 2005). The learner harnesses

experiences from the environment, while the teacher the teacher is to assumes the

role of a facilitator. The principle considers the teacher as a coach who is expected

to monitor the learning process (Bolton, 2010, Madu, 2004). The teacher considers

the background and culture of the learner in guiding the learner throughout the

learning process, and encourages the learner to interact with the physical

environment. The teacher is expected to allow learner’s ownership of the learning

situation. Also, the teacher is to provide learning environment that supports and

challenges the learner’s thinking. The major task of the teacher is to adapt the

learner’s learning experiences by reflecting on them and using their initiative to

steer the learning experiences where the learner wants to create value. The teacher

is cxpected to provide the learner with meta- cognitive skills that can help the

learner to produce new knowledge.

Jong (2005) highlighted the characteristics of simulation to involve

problem-solving, learner-centred activities, experiential-based activities,

observation, continuous monitoring, evaluation of activities and feedback. Other

characteristics include reliability, validity of the decision taken and reflective

practices involved (Obiukwu, 2010 & Ian, 2006). Reflection is central to

constructive and simulation instructional model, for it aids the teacher to provide

opportunity for individual learners (Dogru & Kalender, 2007, Hmelo-Silver 2006).

It is acclaimed that constructive simulation encourages learner’s active

participation in the teaching-learning process and, has overwhelming effect on

learning activities (Goldenberg, Andusyszyn, & Iwasiwu, 2005, Onyejiaka, 2004

Aldrich, 2004)

It will be a welcome change if students can find out facts for themselves

through teachers’ guidance. When the finding is their own handwork there will be

re-enforcement of lessons learnt in their minds and lives. But the facilitation of

students’ active participation in the learning process lies mainly on the hands of

teachers. Teachers are expected to be abreast of their specializations by attending

seminars and workshops in order to be models to their students (Ezeani, 2005).

There is utmost necessity for teachers to update their cognitive, affective and

psychomotor knowledge constantly in the various aspects of education (Okeke ,

2007). When teachers are well equipped, they will be able to guide students

towards achieving the desired educational goal.

Constructive Simulation Instructional Model

Constructive simulation instructional model refers to the process of teaching

and learning that considers the principles of constructive simulation in instructional

process. In the application of constructive simulation, the students under the

guidance of the teacher engage to imitate real things, abstracts or state of affairs

and processes as closely as possible and strive to construct new information from

their experiences. Effective use of constructive simulation principles include:

• Asking probing questions to motivate individual students and identifying

their experiences.

• Asking questions that connect the student’s existing knowledge.

• Using varied and appropriate instructional materials and instructional

methods.

• Involving students actively in instructional and learning process.

• Asking questions that stimulate students cognitively.

• Creating democratic classroom environment that encourage free expression,

collaboration and exchange of ideas.

• Caring for students by accepting individual students’ problems.

• Challenging students with tasks and providing them with prompt for

support.

• Asking questions that require application of knowledge to another situation

• Continuous monitoring of the learning process, evaluating and revising

practices based on the feedback.

In the application of constructive simulation as a method of instruction,

students are to be engaged in a world of imitation or pretence (Ibekwe, 2005).

Constructive simulation instructional model seems to consider learner’s

experiences and appears to inspire both teachers and learners to be committed in

instructional process. Its approach can be in game or play form, in card or real

human play (Ndu, 2010). Also, Nwafor (2007) added that some of its approaches

can be inform of puzzle, colleague consultation or role playing, and inquiry. It

appears that constructive simulation instructional model offers students

opportunities to interact and participate actively in teaching and learning process. It

has been established that constructive-oriented methods of teaching emphasize

practical involvement of students (Goldenberg et al, 2005 & Aldrich, 2004).

According to NERDC (2008), constructive instructional approaches are leaner-

centred and encourage active participation of learners in learning process.

Constructive-oriented method like constructive simulation seems to be an

effective instrument for students’ active participation in teaching and learning

process. Many educators believe that the use of constructive–oriented methods in

teaching and learning process is superior to other methods. The approach can be

used to create scene and character for meaningful learning (Ibekwe,2005, Faria &

Willington 2004). The approach is useful for teaching and learning at all levels of

education; its purpose is for effectiveness and reinforcing knowledge (Lean,

Abbey, Moizer & Towler, 2006; Winsberg 2003). Since different researchers

asserted that constructive simulation instructional model fosters active learning in

various subjects and in all levels of educational institutions, but dearth of it has

been done in Christian Religious Studies. There is need to investigate the effect of

constructive simulation on students’ achievement and retention in Christian

Religious Studies. Hence, the study of effect of teachers’ use of constructive

simulation on students’ achievement and retention in Christian Religious Studies

appears desirable.

Concept of Achievement

Achievement can be defined as the level of performance of individual

response to a problem. It is described as the level of successful performance of a

learner (Ezeugo, 2005). When one strives to succeed at challenging tasks and

meets high standard of accomplishment, it is referred to as achievement. People’s

view about achievement differ. Some people perceive achievement as a

motivational concept while others see it as a behavioural concept. Motivational

concept of achievement has it as learned motive to compete and to strive for

success whenever one’s behaviour can be evaluated against a standard of

excellence (Shaffer, 2005). This implies that one is motivated to work hard, and to

be successful for self fulfillment; and to strive to beat others when faced with

new challenges. Contrary to motivational view point, behavioural concept of

achievement views it as any behaviour directed towards the attainment of approval

or the avoidance of disapproval for competence in performance in situation where

standard of excellence are operable (Shaffer, 1996 in Akaneme, 2008:32).

Behavioural aspect of achievement argues that achievement behaviours are

simply a class of instrument responses designed to win the approval or to avoid the

disapproval of some others like parents, peers and teachers. Both motivational and

behavioural concepts of achievement are acceptable because some children

perceive achievement as intrinsically oriented. The concern of this group of

children is to satisfy personal need for competence. On the other hand, other

children see achievement as extrinsic oriented. This group strives to do well just to

earn external incentives like grades, prizes or social approvals. However, the extent

to which one achieves depends on the type of training one has about achievement.

Achievement depends on the value one places on success or the positive outcome

of effort to succeed in life. It is a concern for working well or not working well or

surpassing a standard of excellence. In the case of teaching and learning,

achievement refers to the acquisition of some ideas of what constitute acceptable

performance in learning. It is described as the measurement of the effect of specific

programme of instruction or training which the learners attain usually by their

effort (Osuji, Okonkwo & Nnamdi, 2006). This implies that learners’ responses to

the problem give a measure of their level of performance or level of achievement

of the desired objectives. It means ability to establish facts and figures in memory

(Madu, 2011). Jong (2005) linked students’ achievement with teacher’s provision

of opportunities for students’ active participation in the learning process. Students’

poor academic achievement in CRS appears that students are subjected to rote

learning. Students may appreciate CRS lesson and become committed in the

subject if the teacher can provide instructional materials and create opportunity for

peer interaction (Ezenwelu, 2008). This supports the assertion that students can

make great achievement when they are given opportunity to interact with their

learning environment (Scardamelia & Bereiter, 2006). It can be that CRS students

are not allowed such opportunity in the learning of the subject. Available result

analysis of the Basic Education Certificate Examination (BECE) of JS3 students in

CRS in the period under review did not portray enviable achievement. From the

table below, on the students’ achievement in BECE CRS of two (2) secondary

schools in Awka Education Zone, (2007-2011) there was indication that failure

rate was quite high. Hence, 161 passes and 111 failures representing 40.8%

failure; and 244 passes and 18 failures representing 62.22% failures. Only 273

candidates obtained credit and above representing 51.55% passes. The data

indicate that there is need for adjustment for teaching and learning CRS.

Table 1

Sample statistics of Basic Education Certificate Examination (BECE) CRS

result of two (2) schools in Awka Education Zone (2007-2011)

School 1

Year No. of

Candidates

No. of

credit and

above

No. of

Passes

No. of

Failure

2007 88 28 30 30

2008 92 35 36 21

2009 94 41 40 13

2010 89 35 29 25

2011 91 43 26 22

School 2

Year No. of

candidates

No. of

credit and

above

No. of

passes

No. of

failure

2007 102 46 51 5

2008 95 41 49 5

2009 88 30 58 -

2010 82 34 40 8

2011 78 32 46 -

Two (2) candidates were absent from the Examination of year 2011

Source: Examination Records Unit, Examination Development Centre

(EDC), Awka. Education Zone

Christian Religious Studies teachers have great rate of role to play on

students’ achievement. They are charged to find a way of involving students

actively in teaching and learning of Christian Religious Studies. Exposure to

reflective practice principles in the use of constructive simulation model may

provide an enablement for the CRS teachers to have insight and examine critically

their methods of teaching the subject; and compare with those of their colleagues.

This study aims at determining achievement of CRS students taught by teachers

using constructive simulation method.

Concept of Retention

Retention can be defined as an ability to recall or reorganize what has been

Learned or experienced. It means the ability to retain facts and figures in memory.

When a learner is able to remember and manifest whatever he/she has earlier

learned by making the same level or almost the level of achievement after a

period of time, it entails retention (Madu, 2011). It means learner’s acquisition of

deep knowledge for life skill. Deep understanding of subject matter results to

retention (Opara, 2005). On the other hand, rote learning of subject matter is not

likely to foster retention. Students learn more and retain better what they learn

when varied strategies and creative use of instructional materials are employed in

instructional process (Okeke, 2007). This implies that teachers’ use of

instructional method and resources influences students’ learning outcomes.

Obiekwe (2008) observed that activity-oriented learning facilitates students’

understanding and retention of subject matter learned. In the same vein, Madu

(2011) posited that students’ active participation in the learning process offers

them opportunity to associate ideas with their learning experiences which will

make for meaningful learning. Madu (2011) further explained that what the

students have learned in such a situation will be registered in their memory and

easily remembered for a long time.

It appears that active participation of students in teaching and learning

process stimulates and maintains their interest which is likely to generate increase

in learning. Students’ active involvement in learning activities will afford them

communication opportunity which can lead to transfer of knowledge (Ughamadu,

1992 in OkekeOkosisi, 2012). It entails that when students are offered opportunity

to interact with their peers and control their environment their knowledge grows

and retains in their memory permanently. Since active participation of students in

learning process enhances achievement (Jong, 2005), it is likely that students will

also retain what they have learned. It has been established that learning is more

meaningful when students are active participants, and in the use of constructive-

oriented method students are said to be active participants in the learning process

Obiekwe, 2008, Ogbonna, 2007). This study aims at determining retention ability

of CRS students when taught by teachers using constructive simulation

instructional model.

Christian Religious Studies Curriculum for Secondary School

The term curriculum has no widely accepted definite definition since it is

conceived in various ways at different stages of time. Hence, it has been referred to

as a planned activities designed to achieve certain competencies and proficiency in

the targeted persons. Ogwumike (2004) conceived it as the act of choosing values,

ideas, concepts, goals and objectives including appropriate methods to achieve the

desired goals. Opara (2005) defined it as a chain of activities ranging from

planning, implementation and evaluation. Whichever definition one takes and

whatever angle one looks at, it is clear that curriculum is a set of planned

programmes and activities meant for some people to be guided so that their

behaviour would have been changed to conform with the societal expectations and

values.

The secondary school Christian Religious Studies curriculum is thematic in

format and very pragmatic in content selection, unlike the old ones that adopt the

topical approaches. The curriculum is designed to meet the major objectives of

Nigerian education which include among other things inculcation of high moral

and ethical values; and establishment of a positive disposition towards peace,

justice, equity, anti-corruption tendencies and good governance (NERDC, 2008).

The structure presents very specific and clear components which are effectively

linked with one another. These components are theme, corresponding topics,

activities (of teacher, and students), teaching and learning materials and evaluation

guide. Biblical topics are infused with current issues which are ethical, rational and

moral in nature, virtues and vices and model leadership qualities. It deals with day

to day activities and issues, which should make the teacher become more alert and

responsive information sourcing in order to promote purposeful teaching and

learning. The topics reflect the current thinking of using education to promote the

social well being of its recipients and contribute to the realization of the

millennium development goals (NERDC 2008). The new curriculum is really

designed to meet the key target of our nation.The aim is to effect the shaping of the

attitudes and values of the youth in the desired direction so as to improve on their

social life in line with the Nigerian Educational Objectives. A thorough knowledge

and mastery of some of the recognized teaching methods or strategies will help the

teacher implement the curriculum appropriately.

The junior secondary school Christian Religious Studies (CRS.) curriculum

is divided into nine broad topics. These are: God and His creation; relationship

with God; God’s call; the early life of Jesus Christ; the ministry of Jesus Christ; the

passion, death and resurrection of Jesus Christ; the beginning of the church; the life

and teaching of St. Paul; and the Christian church today (Basic Education

Examination Curriculum, 2010)

The first three topics are studied in junior secondary one but they still come

up in every class even up to senior secondary. The fourth to the sixth topics are

treated in junior secondary two and are still featured in higher classes. The last

three topics are studied in junior secondary three, which their in-depth study occurs

in senior secondary three. These topics are included in the third theme, ‘C’ of the

epistles where the Educational Development Centre (2012) in charge of Basic

Education Certificate Examination reports revealed poor performance of students

in Christian Religious Studies. The contents from where the teachers design

instruction are from the category where students are reported to be performing

poorly. It is important to look into junior secondary school Christian Religious

curriculum in order to assess junior secondary school teachers’ application of

constructive simulation on students’ achievement and retention in Christian

Religious Studies.

Gender and Achievement in Christian Religious Studies

Gender refers to roles that are related to male and female issues. Okafor

(2006) described gender as the socially or culturally constructed characteristics and

roles which are ascribed to males and females in any society. It is a broad concept

which draws out females’ role and responsibilities in relation to those of males.

It is argued that gender disparities have influence on students’ academic

performance (Undigwomen, 2004). There is an acknowledged issue of female

students’ under-achievement when compared with their male counterparts

apparently under equivalent conditions (Alonge & Ojerinde, 1996 in Egbuna,

2007). The controversy over which sex achieve better in academics is evidenced in

some studies. Chukwu, 2001 in Olejeme (2012) asserted that girls achieve better

than boys in general academics. Female achievement in science and attitude to

science and mathematics are inferior to those of their male counter parts; whereas

females perform better in liberal Arts (Okafor, 2006). Investigations in many areas

of liberal arts and social sciences related with assessing academic attainment of

students have confirmed males’ aggregate underachievement compared to females

(Omoruyi & Omoformuan, 2005).

However, some other researchers obtained some contradictory result of no

significant difference between the performance of male students and those of their

female counterparts in liberal arts and social sciences (Ibekwe 2005). Nevertheless,

using relevant instructional methods and materials can motivate students’ learning

during instruction. Teacher is, therefore, expected to explore means of raising the

attainment of both male and female students in CRS. The teacher has to explore

modern techniques that will help the attainment of educational objectives (Ndu,

2010). The teacher is challenged to adopt innovative teaching methods as

constructive oriented methods (NERDC, 2008). One of such constructive oriented

methods is constructive simulation. There is need to investigate the effect of

teacher’s use of constrictive simulation on students’ achievement and retention in

CRS. Hence, a study of achievement and retention in CRS in the area of gender

appears desirable.

Gender and Retention in Christian Religious Studies

The controversy over which sex makes better academic achievement is also

evidence in the aspect of retention. Some studies on gender influence on students’

retention ability in liberal arts and social science subjects view that girls retain

learned information in arts and social sciences more than boys (Okeke, 2007). In

the same vein, Okafor (2006) pointed out that girls are encouraged to enter for

liberal arts and social sciences and allied subjects while boys are encouraged to go

for science subjects and science related professions, like medicine and engineering.

Okeke (1990) in Olejeme (2012) identified some of the obstacles encountered by

African females in science and allied subjects as sex role stereo-typing at home,

school and place of work and almost everywhere. Many studies on gender with

regard to student’s academic performance in social science / art subjects have

produced mixed results ( Nna, 2002 in Okeke, 2007). On one hand, many studies

like Tech and Fraser (1995) in Ilojeme (2012) suggest that male students regard

social science / art subjects as females’ discipline and therefore lack commitment

in learning the subjects, while Ibekwe (2005) noted that male students are not less

committed in learning the subjects than female students. Many other studies

suggest that there are no gender difference in students’ academic performance in

social sciences/ liberal art subjects (Oduma, 2007). In the same vein, Ibekwe

(2005) agreed that there was no significant difference on male and female students’

academic retention in literature in English. The disparities on the issue of gender

and academic retention of students suggest that retention of learning is likely to be

affected by the method of teaching-learning process, and the strategies of degree of

reinforcement.

Theoretical Background

Constructive simulation rests on the learning theories which are discussed as

follows:

John Dewey’s Philosophy of reflective practice:

Dewey (1938) believes that reflective practice entails turning a subject

over in the mind and giving it serious and consecutive consideration. Dewey’s

work is focused on integration of theory and practice; the cyclic pattern of

experience and the conscious application of the learning experience. In the area of

education, Dewey’s reflective practice centres on construction and reconstruction

or reorganization of experience which adds to experience and increase the ability

to direct the course of subsequent experience. Dewey’s key concepts of teaching

and learning include experience, construction, reconstruction, reorganization,

growth, development, reform progress and intelligence. He sees education as a

process of living or life itself. He depicts that ideal curriculum has to consider the

interest and ability of the learner in order to make it meaningful to him/her. For

him, the school aims at guiding individuals to grow out of existing condition. The

school makes individual to be tentative at least in the beginning and maintain

flexibility; and moves to be guided towards a set of activities that lead to

construction and reconstruction.

Dewey’s philosophy of reflective practice has implication for teaching in

general and for Christian Religious Studies in particular. Teachers are perceived as

guidance. They are expected to be intelligently aware of the capacities, needs and

past experiences of learners. Their role is to reflect and think about a way out of

learning problems surrounding Christian Religious Studies Curriculum. Teachers

are required to select and construct learning experiences of the learner with care.

They are demanded to create room for suggestion for learners to develop a plan,

share experiences and organize experiences. The teacher is expected to make

learning activity-centred by encouraging communication skills, inquiry,

construction and artistic expression. The teacher is also demanded to provide task

that spurs students’ to desire for achievement and knowledge discovery. More so,

the teacher is challenged to adapt to any change in teaching and learning with a

view to guide students to achieve the desired goal. Dewey’s philosophy of

reflective practice is a challenge to teachers to adopt reflective practice skills in

teaching –learning process.

Jean Piaget’s Theory of Cognitive/Intellectual Development

Piaget’s theory is concerned with children’s mental development. Piaget

(1964) holds that children misconceive the world generally. They think and view

the world in different perspectives. Their reactions to their environment vary from

those of adults. Children’s perception of the world appears to be common among a

particular age level. As the children grow in age, their level of understanding

and reasoning increase. This implies that teachers need to understand how the

learners think and perceive the world and provide learning experiences that are

related to their previous experiences. In this way, Piaget articulated the process of

mechanism by which knowledge is internalized and retained by the learner.

According to Piaget, knowledge is constructed from experiences by the

process of assimilation and accommodation. Piaget’s theory conceived individuals

as being born with two basic tendencies known as organization and adaptation.

Organization means the tendency to systemize and combine processes into

coherent system while adaptation refers to the tendency to adjust to the

environment. There is also the tendency through which intellectual processes seek

balance. The tendency is known as equilibration. Equilibration is a form of self-

regulation that stimulates learners to bring coherence and stability to their

conception of their world. It also makes inconsistencies in the learners’

experiences comprehensive. Organization, adaptation and equilibration are

fundamental tendencies, but the basis of transforming information or experiences

into knowledge occurs through complementary processes of assimilation and

accommodation. These two complementary processes, assimilation and

accommodation make adaptation possible.

Assimilation takes place when the learners’ experiences align with their

external representation of the world. The tendency is for the learners to interpret

the new knowledge in the light of the old experiences. But when the learners’

previous experiences contradict their perception of the new information, they may

resolve the conflict by reframing the old experiences (schemata) to fit new

experiences. This process is referred to as accommodation.

Piaget’s theory has implication for teaching and learning especially in

learning Christian Religious Studies. The teachers of CRS are expected to see

learners as those that come to learning environment with variety of learning

experiences. They are required to view learners as those that perceive the world

differently, think and react differently; and live by moral and ethical principles

than adults do. As such, there is need for CRS teachers to understand how learners

think and view the world. It is also necessary to take account of learners’ stages of

intellectual development in order to understand when they are not ready to

understand certain concepts. The teachers are also expected to take cognizance of

the learners’ developmental progression, and ranges of individual learner’s

physical, social, emotional, moral and cognitive domain so as to identify levels of

readiness in learning. In addition, the teachers are challenged to provide learning

experiences that are related to the learners’ prior experiences. In the process of

learning new information based on old experiences, the learners could internalize

the knowledge and retain the information. Besides, the CRS teachers are expected

to provide prompts to arouse learners towards producing knowledge. In the process

of utilizing hints learners might transform experiences into information meaningful

to which could lead into achieving the desired goal. The teacher of CRS is required

to encourage students’ active participation in learning process because

constructivism rests on the idea of learning as the process of discovery. The

teacher’s knowledge of the individual learner facilitates the type of help he/she can

render to the learner to help the latter discover new knowledge.

Social Cognitive Theory of Vygotsky:

Vygotsky (1978) is of the view that intellectual development takes place

within social and cultural environment. The theory lays emphasis on

developmental analysis, the role of language and social relations. The theory states

that the cognitive skills of a child can be understood only when the child’s

developmental stages are analyzed and interpreted. Also, the child’s cognitive

skills develop through the help of words, language and forms of discourse’ as

they serve as psychological tools for facilitating and transforming mental activities.

In addition, cognitive skills originate from social relations and are rooted in a

social- cultural context.

Vygotsky’s theory has great implication in teaching and learning various

subjects including Christian Religious Studies. The CRS teacher is required to

study the learner’s cognitive developmental process. The teacher has to examine its

origin and transformation from earlier to later stages in order to understand the

cognitive functioning. The CRS teacher is expected to do this by providing

problems of varying activities to the learner to determine the best level at which to

begin instruction. The teacher requires to adopt the principle of starting from

known to unknown by adapting to the learner’s previous experiences.

Since social interaction plays fundamental role in the development of cognition,

the teacher of CRS is expected to provide learning environment that foster

learner’s interaction with peers. The learner is to be guided by the teacher or more

skilled peers. The teacher’s role is to provide the leaner some task within

proximity. It must not be very high above the learner’s current level of

development or equal to his/her current ability. In the process of solving the

problem, the teacher is expected to monitor the learner until he/she accomplishes

the task successfully.

The teacher is also expected to provide scaffolding to the learner when

he/she gains confidence in a given task. Scaffolding can be described as the

gradual withdrawal of help rendered to the learner. It means changing the level of

support (Hmelo-Silver, 2006). It is used when learners need help with self-

initiated learning exercises. In the process of instruction, the teacher or more

skilled peers is expected to adjust the amount of help to fit the learner’s current

performance level. Where the learner increases his/her competence the teacher

gradually withdraws the guidance. The CRS teacher as an instructor is demanded

to assess the learner’s performance as the learner progresses in the learning

process. The emphasis is on the active involvement of the learner in teaching and

learning process; and on collaboration with peers. The teacher’s continuous

monitoring of students is also stressed. Through continuous monitoring in the

learning process, the students could be challenged to acquire in-depth knowledge

of their meta-cognitive skills and develop ability to engage in collaborative

learning. On this note, the CRS teacher is required to provide varied opportunities

that promote collaborative learning for the learners.

Figure 1: Diagrammatic representation of Construction or reconstruction

of mental structures or schemata that results in intellectual

development ( Nwafor, 2012).

Adaptation Organization

Restructure schemata for new

experience

Order and classify new experiences

into previous schemata

Accommodation Assimilation

Mental imbalance or

disequilibrium

Stored into schemata

New experiences are interpreted in the light of existing or familiar experience

Changing existing schemata to accommodate new experiences

Unrelated Familiar

Empirical Studies

The reviews of related literature are presented as follows:

Okereke (2010) conducted a research on the effect of constructivist

instructional model on Secondary School students’ achievement and interest in

biology, with sample selected from Orlu Local Government Area of Imo State.

The regular class teachers taught the students after being drilled. The researcher

used pre-test post-test for achievement test, and questionnaire instruments (interest

scale) to assess the students’ interest. The data were analyzed with z-test analysis.

The findings indicated that there was significant difference between the mean

achievement scores of Biology students taught with constructivist instructional

model and those taught with traditional model. Higher achievement was in favour

of the experimental group taught with constructivist instructional model. Also the

findings showed that the experimental group expressed higher level of interest in

learning Biology than the control group. The researcher focused on the use of

constructivist instructional model on students’ achievement and interest in

Biology, and not on the use of constructive simulation. Also the study was on

Science subject and not on Art subject. Quasi-experimental design was adopted.

This study increased the sample of the subjects and was set out to determine the

effect of teachers’ use of constructive simulation on students’ achievement and

retention in Christian Religious Studies

OkekeOkosisi (2012) carried out a study on the effect of constructivist

instructional model on Secondary School students’ achievement and retention in

agricultural science. The research was quasi experimental design, with sample

drawn from Awka urban in Awka South Local Government Area of Anambra

State. The researcher designed instrument used for achievement and retention test

on Agricultural Science. The subjects were divided into constructivist instructional

model and traditional methods groups. The result revealed that constructivist

instructional model was more effective in facilitating students’ achievement and

retention. The findings showed that there was significant difference between the

mean achievement scores of Agricultural Science students taught with

constructivist instructional model and those taught with traditional model. The

students taught with constructivist instructional model scored higher than the group

taught with traditional model. The researcher recommended that teachers should be

encouraged to use constructivist instructional model in teaching- learning process.

Although the researcher adopted constructivist instructional model and quasi-

experimental design to determine students’ achievement and retention in

Agricultural Science, the study did not include simulation; and it was on science

subject and not on Art subject as Christian Religious Studies. Besides, the

population of the study was small as to generalize the findings. More so, the

researcher used z-test analysis to analyze the hypotheses. This study increased the

sample and used analysis of covariance (ANCOVA) to determine the effect of

teachers’ use of constructive simulation on students’ achievement and retention in

CRS.

Ilojeme (2012) carried out a study on combined effect of computer tutorial

and simulation on Technical College students’ academic achievement and interest

in Building Construction, with sample purposively drawn from Rivers Stat.

According to the researcher, the study adopted purposive sampling technique

because out of the four functional technical colleges in the state only two of them

have computer assisted instructional facilities.

The researcher designed four instruments used for the study, namely, building

construction achievement, building construction interest inventory, building

construction computer tutorial and simulation. Mean, standard deviation and

analysis of covariance were used to analyze the data collected.

The findings of the study indicated that computer simulation had significant

effect on students’ achievement and interest in building construction. The study

recommended that there is need for building construction teachers to adopt the use

of computer simulation in teaching as it proved more effective in improving

students’ achievement and interest in building construction. Also, the study

recommended that the states and federal ministries of education should organize

workshops, seminars and conferences to train and encourage teachers on the use of

computer simulation. The study has relationship with the present study because it

included simulation but it is on computer simulation and on technical subject and

not on the teaching of CRS.

Friar and Wellington (2004) carried out a study on the use of simulation

across US business schools. The study employed survey design on the use of

simulations: simulation games, role play, computer-based gaming simulation,

computer-based teaching simulation, computer-based modeling simulation, non-

computerized education game; and barriers to their usage. Questionnaire

instrument was developed to find answers to these questions; how many schools

utilize simulation approach in teaching and learning? What proportion of staff in

the host institutions are current, former and never users of the techniques. A

multivariate analysis of variance (MANOVA) was conducted using the three

extracted factors as dependent variables. For the independent variables,

respondents were either users (current or former) or non users of the approach. The

result indicated as clear association between academics use of different simulation

and gaming approaches and their perceptions concerning suitability. There is no

association relating to perceived resources barriers. The findings also indicated that

simulations, games and role play were used for a variety of teaching and learning

purposes within the host institutions. The researchers indicated that 30.6% of the

respondents as current users found that simulation method were effective in

teaching and learning process. The researchers recommended that awareness of the

simulation method of teaching should be created for the teachers. But the

researchers used survey design which focused only on higher institutions. The

researchers failed to define the subject areas taught by the teachers, and no

indication of students’ achievement on any subject. It is therefore pertinent to

adopt experimental research design in this study in order to determine the effect of

teachers’ use of constructive simulation on students’ achievement and retention in

CRS.

Ibekwe (2005) conducted a research on the effect of simulation-games and

lecture methods of teaching on Literature in English. The researcher adopted quasi-

experimental design for the study. The researcher tried to find out the effect of

simulation on Secondary School students’ achievement and gender in Literature in

English, with sample drawn from Onitsha North Local Government Area of

Anambra State. The researcher used mean scores, standard deviation and z-test

analysis to analyze the data. There was significant difference between lecture

method and simulation in favour of simulation method of teaching. Gender was not

significant factor in determining the students’ performance when taught either with

lecture or simulation method. The study associated students’ high level of

achievement with simulation method of teaching, and therefore recommended that

teachers should adopt the method in teaching. But the sample of the study was too

small for generalization. The study did not indicate the use of constructive

simulation instructional model and control of extraneous variables in the study.

The researcher also used z-test analysis on senior secondary two (2) Literatures in

English. This study increased the sample of the study, used constructive

simulation, controlled extraneous variables and adopted Analysis of Covariance

(ANCOVA) for analysis of data. The study also examined effect of teachers’ use

of constructive simulation on students’ achievement and retention in Christian

Religious Studies.

Studies reviewed are related to the present study because they centered on

the use of either constructivist or simulation instructional model. It is pertinent to

note that none of the studies was on the teaching of Christian Religious Studies

using constructive simulation instructional method.

Summary of Reviewed Literature

The related literature provides information on constructive oriented methods

of teaching. Constructive teaching approach is developed from constructivism.

Constructivism is a learning theory which states that learners produce new

knowledge from the existing knowledge or experiences. The review of literature

showed two theories that led to the development of constructivism which based on

John Dewey’s reflective practice. These theories are Piaget’s cognitive

development theory and Vygotsky’s social cognitive development theory. Piaget’s

cognitive development theory deals with restructuring of schemata (fluid that can

contain variety of experiences) to accommodate new information through which

the learner acquires intellectual growth, while Vygotsky’s social cognitive

theory involves social interaction and communication skills through which

learners develop intellectually.

Some of the characteristics of constructive teaching approach include

learners’ active participation in the learning process; provision of democratic

learning environment. Moreover, teaching-learning process involves negotiation

and peer collaboration. Also student-teacher interaction is encouraged.

Teacher’s role in constructive teaching approach involves questioning,

facilitating discussion, monitoring and acting as a coach. Some of the strategies for

assessment include, oral discussion, pre-test, post-test, hands-on-activities and

observation. The teacher is required to be equipped with reflective practice skills

to enable him/her reflect on learning experiences, theories and research findings

concerning variety of teaching strategies. Also, to guide him/her to determine

appropriate methods that can encourage students’ active participation in learning

process. Some of the methods that can be said to be constructive-oriented are

discussion, cooperative, field trips and simulation. When the principles of

constructivism and characteristics of simulation feature in instructional process it is

termed constructive simulation instructional model.

The review of literature revealed some of the qualities of constructive

simulation method of teaching as involving active participation of students in the

teaching and learning process. Also, the review showed several studies on various

subjects which depicted that constructive and simulation methods of teaching

encourage students’ interaction with their peers in learning process but none was

portrayed in Christian Religious Studies. It seems that when students are

committed to learning, achievement may increase, and students may internalize

what they have learned. Achievement is the successful attainment of a set goal

through individual effort while internalization of what has been learned generates

retention. Empirically, studies have revealed that constructive- oriented methods

are effective in fostering students’ active participation in learning process. In spite

of the research works and investigations in using constructive- oriented methods

(constructivist and simulation methods) which proved effective in learning

Biology, Agricultural science, Computer Science, Mathematics and Building

Construction, non emphasized on the effect of teachers’ use of constructive

simulation on students’ achievement and retention in CRS. This study bridged

this gap by trying to explore the effect of teachers’ use of constructive simulation

on students’ achievement and retention in the subject, Christian Religious Studies

in junior secondary schools.

CHAPTER THREE

RESEARCH METHOD

Introduction

This chapter described the procedures employed in carrying out the study. It

contains the description of the design of the study, the area of the study, population

of the study, sample and sampling techniques, instrument for data collection,

validation of the instrument and reliability of the instrument. It also described

experimental procedures, control of extraneous variables, and method of data

analysis.

Design of the study

The design of this study is quasi- experimental design. Specifically, pre-test

post- test control group involving four groups (two groups form the experimental

groups and two others the control groups). This experimental design is represented

diagrammatically as follows:

Pre-test Post-test Treatment Retention test

O1 O2 X O3

O1 O2 O3

Diagrammatic Representation of the Design of the Study (Olaitan & Nwoke

1988 in Okeke -Okosisi 2012).

57

Interpretation of the Design:

O1= Pre-test.

O2= Post-test.

O3=Retention test.

X= treatment.

In this study, the design is represented diagrammatically thus:

O1=Pre-test.

O2= Post test (with treatment).

O3=Retention test (with treatment).

X= Treatment condition.

where:

O1 = Pre-test of students’ achievement in Christian Religious Studies (SATCRS).

O2 = Post test of students achievement in Christian Religious Studies (SATCRS).

O3 = Retention test of students in Christian Religious Studies (SRTCRS).

X = Treatment condition (constructive simulation instructional model).

Quasi – experimental design is also referred to as non- randomized control

group, pretest, post test experimental research design because intact classes were

used. The researcher studied the effect of the method on intact classes rather than

randomly assigning participants to the experimental or control groups because

complete randomization of the subjects was not possible. In this type of design,

pre-test is administered at the beginning of the study and the post-test data is used

for finding out whether the subjects in different groups (as represented in the figure

above) are homogeneous or not.

Area of the Study

This study is carried out in secondary schools in Awka South Local

Government Area of Anambra State. The area is selected because the researcher as

one of the team members for clinical supervision of secondary schools in the area

observed that some teachers rarely give students opportunity to participate actively

in teaching-learning process. Awka is the headquarter of eleven towns in Awka

South Local Government Area. The area is a centre of commerce and a seat of

learning. Three institutions of higher learning are situated in the place. These are

Nnamdi Azikiwe University (Federal), Paul University (Private) and Pope John

Paul II Major Seminary. These institutions play vital role in the socio-economic

and cultural life of the state. There are also good number of primary and secondary

schools in the area. Awka is the zonal headquarter of Awka Education Zone with

five Local Government Areas under its supervision (Post Primary Schools Service

Commission – PPSSC, Awka, 2011). Awka is also the capital of Anambra State.

Awka is therefore an ideal place for the study.

Population of the Study

The population of the study comprised all the 2, 170 junior secondary school

class three (JS3) students in State Government co- educational secondary schools

in Awka South Local Government Area of Anambra State in the year 2013. (Post

Primary Schools Zonal Education Board Awka, 2012). The co- educational schools

were used because among 15 state government owned secondary schools in Awka

South, only three are single sex schools (one boys’ school and two girls’ schools),

while 12 schools are co-educational. The population was selected based on the

selected topics for the study which fall within Basic Education Examination

Certificate (BEEC) curriculum where the consistent students’ poor performance

was reported. The topics for the study include dignity of labour, civic

responsibilities and love. Besides, the population was constant for the period of the

study.

Sample and Sampling Technique

Four co-educational secondary schools (involving 174 students, made up of 64

males and 110 females) in the local government formed the sample for the study.

The choice of the four schools was based on the fact that some schools had only

one stream of JS3 especially the schools in less accessible areas. The study adopted

multistage sampling technique to draw the sample as follows: Simple random

sampling technique (specifically balloting) was used in selecting the four

schools for the study. The researcher wrote the names of all the 12 State

Government co-educational secondary schools in the Local Government Area on

slip of papers and asked a child to pick four schools out of the 12 schools. Also,

random sampling was used to draw one intact class from each of the schools

except where the school had only one stream of JS3. The choice of one intact class

from each school was based on the fact that some schools especially schools in less

accessible areas contained only one stream of JS3. The total number of the

subjects in the sample comprised 174 JS3 Christian Religious Studies students.

The subjects in their intact classes in the four schools were randomly assigned

either to experimental groups or to control groups. Two intact classes formed the

experimental groups in their respective classes while the other two intact classes

also in their respective classes became the control groups.

Instrument for Data Collection

The instrument used for the study was Students’ Achievement Test in

Christian Religious Studies (SATCRS) and was reshuffled and used as Students’

Retention Test in Christian Religious Studies (SRTCRS). The SATCRS comprised

of 20 item questions based on three topics of the JS3 CRS curriculum, namely:

dignity of labour, civic responsibilities and love. The instrument was developed by

the researcher. In constructing the test items, the nature and functions of the theme

as a living guide to the students to discover the topics as they relate to societal

values were considered.

(i) The SATCRS that was used for this study was developed as open-ended filling

the gap questions. The item questions were answered by both experimental and

control groups in 35minutes under the same examination condition. The time for

the test was established by recording the time taken by the first, middle and last

subject to complete the test during the pilot test in each school; and finding the

average. The average became the testing time 35 minutes for SATCRS and

SRTCRS. Every correct answer had one (1) point, while an incorrect answer was

awarded zero (0) point. (ii) The SRTCRS that was used for this study was similar

to the SATCRS, but the item questions were reshuffled and modified for the

retention test. The test was administered to the same subjects (students) used for

the achievement test after expiration of two weeks interval. The testing time was

the same as that of achievement test as indicated earlier.

Validation of the Instrument

The instruments for the study were face validated by four experienced and

competent staff, two of whom came from Department of Measurement and

Evaluation, Nnamdi Azikwe University and Educational Technology Department

Anambra State University respectively, while the other two staff were both

Christian Religious Studies teachers and examiners of Basic Education

Examination Certificate and National Examination Council Certificate (BEEC and

NECO). The 25 item restricted essay type free response questions constructed for

the test were modified to 20 item questions after the validation. The question

items covered Bloom’s taxonomy of educational objectives (Bloom in Olayode,

2012). The table of specification was used to ensure content validation of the test

items. The relative weights of emphasis on the test items were: dignity of labour

35% (7 item questions), civic responsibilities 35% (7 item questions) and love 30%

(6 item questions). One topic was taught per week and the lesson including the post

test for students’ achievement lasted for three weeks. The test blue print in the

table was formulated in order to construct the test, (see appendix G, page 186).

Reliability of the Instrument

The pilot test was conducted for the study to ascertain the reliability. The

SATCRS was trial tested on a sample of 25 JS3 CRS students. The students were

from two schools in Awka Education zone, outside Awka South Local

Government Area. The schools were Community Secondary School Ukpo in

Dunukofia Local Government Area; and Community Secondary School Amanuke

in Awka North Local Government Area.

The SATCRS for students’ achievement and retention tests contained 20

item questions. The test was administered twice, first test and retest. The retest was

administered to the same subjects after expiration of two weeks interval. The data

collected were subjected to reliability tests and analyzed using Kudder Richardson

formula (k – R 21) to establish internal consistency of the test, because the test

involved pass or fail item questions. A reliability index of 0.79 was recorded. This

value was high enough for the SATCRS to be considered reliable. The calculation

is shown in (Appendix H, page 183). Also, the stability coefficient of SATCRS

was established using Pearson product Moment correlation Coefficient because the

test involved test re-test. The stability coefficient was found to be 0.85. This value

was also high enough for the SATCRS to be considered reliable. The analysis is

shown in (Appendix H, page 184).

Experimental Procedure

The researcher used the following procedure for collecting data.

Workshop training programme: The main purpose of the workshop is for teachers

to learn skills in reflective practice in the use of constructive and simulation

strategies combined. The training lasted for four weeks but the experiment

extended to six weeks. The programme involved Christian Religious Studies

teachers of JS3 students (experimental groups). The researcher obtained

permission from the school principals of sampled schools. The method used

involved discussion, demonstration, and illustrations.

The content for the training workshop took the following steps:

1st week: (i) The researcher established rapport with the teachers (trainee).

(ii) Teachers did mini-teaching for five minutes before the training

started. With the help of trained assistants, the teachers’

performance was recorded.

(iii) Evaluation: Participants reflected on the teaching practices and

discussed individual teachers’ performance.

(iv) Participants’ (teachers’) discussion on reflective practice skills.

(v) Group work and revision.

2nd week: (i) Participants’ discussion on constructivism and its principles.

(ii) Group work on constructive-oriented teaching models.

(iii) Revision.

(iv) Participants’ discussion on simulation and its characteristics.

3rd week: (i ) Participants’ discussion on constructive and simulation

instructional method combined as constructive simulation.

(ii) Group work: Teachers did mini-teaching for five minutes using

constructive simulation; and their performance recorded with

the help of trained assistants.

(iii) Evaluation: Participants reflected on the teachers’ performance

while using constructive simulation, and discussed individual

teachers’ performance in the use of the model. Teachers’

performance was assessed ( Appendix C, p. 121)

4th week: (i) Revision on the items of the training.

(ii) Pre-test on CRS was administered to the students.

(iii) Teachers’ actual teaching of students commenced.

5th week: (i) Actual teaching continued.

6th week: (i) Actual teaching continued.

(ii) Post-achievement test on CRS was administered to the students

and recorded. Finally, retention test on CRS was administered to the students after

two weeks interval.

Control of Extraneous Variables

Extraneous variables which were controlled include initial group difference, class

interaction, teacher variable, homogeneity of the instructional situation across the

participating classes and effect of pre-test, post-test.

(a) Initial group differences: Randomization of subjects could have been used to

control initial group differences since the study is experimental; but this was

not done in this study. This is because randomization of the subjects will

disrupt normal school administration. Hence, intact classes were used. The

initial group differences of subjects in their intact classes were therefore

controlled by employing Analysis of Covariance (ANCOVA) which

controlled the subjects for initial class differences using pre-test as

covariate. .

(b) Class interaction: This problem was solved by using one intact class in one

school. Also, the schools that were used as experimental and control groups

were farther away from each other. The researcher also instructed the

teachers not to give note on the topics to the students after delivering the

lesson. This is to prevent the students from copying from their notes and

exchanging ideas with their notes outside the classroom.

(c) Teacher variable: There was training programme and evaluation of the

teachers in experimental groups (Appendix C pp. 111-123). The training

was focused on the following:

(i) Reflective teaching- meaning, skills, application, advantages and

disadvantages.

(ii) Constructivism- meaning, principles, models, application, advantages

and disadvantages.

(iii) Simulation – meaning, characteristics, application, advantages and

disadvantages. Meaning of constructive simulation.

Finally, application of constructive simulation instructional method.

The participant classes were taught by their regular class teachers of

Christian Religious Studies to prevent students from behaving mechanically

and faking their actions.

(d) Homogeneity of the instructional situation across all participant classes:

The researcher trained all the teachers in the experimental group and the

assistant researchers on the use of constructive simulation instructional

method. All the participant classes were taught the same CRS curriculum

content within the regular periods allotted to the subject in the school time

table. The content of the curriculum taught include

(i) Dignity of labour,

(ii) Civic responsibilities, and

(iii) Love.

(e) Effect of pre-test, post-test: The experiment lasted for eight weeks. The

training extended to 4th week. The students were pre-tested on the 4th week.

The teachers also started the actual teaching on the 4th week, which ended up

on the 6th week with students’ post achievement test. Retention test was

administered after expiration of two weeks interval. It was expected that

these periods might be long enough as not to permit pre-test to effect the

post-test scores or retention test scores interfere with the experimental

treatment. Also, items of the test were reshuffled and modified for the

various tests before administering the subsequent tests in order to introduce

some novelty in the items of the test.

Method of Data Analysis

Data collected from the study were analyzed quantitatively. The research

questions were answered using mean and standard deviation. The hypotheses were

tested using Analysis of Co-variance (ANCOVA) at 0.05 level of significance.

CHAPTER FOUR

RESULTS

In this chapter, the summary of the analyzed data and the results were

presented based on the research questions and the hypotheses stated in chapter one

using relevant tables. Summary of the result was stated at the end of the

presentation.

Research Question 1

What are the mean achievement scores of students taught Christian Religious

Studies using constructive simulation and students taught using conventional

lecture method in CRS achievement test? Data relevant to this research question

are presented in Table 4

70

Table 4: Mean Achievement Scores of Students in Experimental and Control

Groups

Groups

Pre-test

N X SD

Post-test

N X SD

Mean gain score

Constructive

Simulation

84 18.87 8.83 84 76.96 12.05 58.09

Conventional

Method

90 12.83 8.93 90 20.02 14.82 7.19

N=number of subjects. X=mean and SD=standard deviation.

The Table 4 indicated that the experimental group taught with constructive

simulation method had post-test mean score of 76.96 with a standard deviation of

12.05 while the control group taught with conventional method had a post-test

mean score of 20.02 with a standard deviation of 14.82. The mean difference for

the experimental group is 58.09 while that of the control group is 7.19. This shows

that the constructive simulation group has higher achievement score than the group

taught with conventional method lecture method.

Research Question 2

What difference exists in the achievement scores of male and female students

taught Christian Religious Studies with constructive simulation?

Data relevant to this research question are presented in Table 5

Table 5: Mean Achievement Scores of Male and Female Students taught

with Constructive Simulation

Groups

Gender

Pre-test

N X SD

Post-test

N X SD

Mean gain

score

Constructive

Simulation

Male

Female

30 20.17 9.42

54 18.15 8.48

30 84.83 5.80

54 72.59 12.43

64.66

54.44

Conventional

Method

Male

Female

34 15.29 9.37

56 11.34 8.39

34 21.68 15.49

56 19.02 14.44

6.39

7.68

Table 5 showed that male students taught with constructive simulation had post-

test mean score of 84.83 with a standard deviation of 5.80 while female students

had post- test mean score of 72.59 with a standard deviation of 12.43. The male

students had mean gain of 64.66 while the female students had mean gain of

54.44. This is an indication that male students performed better than female

students with a mean score of 10.2.

Research Question 3:

What is the interaction effect of method and gender on students’ achievement in

Christian Religious Studies?

Table 5: Mean Achievement Scores of Male and Female Students Based on

Treatment Gender Interaction (Dependent Variable Pretest, Post

Test)

Groups

Gender

Pre-test

N X SD

Post-test

N X SD

Mean gain

score

Constructive

Simulation

Male

Female

30 20.17 9.42

54 18.15 8.48

30 84.83 5.80

54 72.59 12.43

64.66

54.44

Conventional

Method

Male

Female

34 15.29 9.37

56 11.34 8.39

34 21.68 15.49

56 19.02 14.44

6.39

7.68

Table 5 indicated that the male students in the experimental group had pre-test

mean score of 20.17 with a standard deviation of 9.42 while their counterparts in

the control group had pre-test mean score of 15.29. In the same vein, the female

students in the experimental group had pre-test mean score of 18.15 with standard

deviation of 8.48 while their counterparts in the control group had pre-test mean

score of 11.34 with standard deviation of 8.39. Also the male students in the

experimental group had post- test mean score of 84.83 with standard deviation of

5.80 while their colleagues in control group had post-test mean score of 21.68 with

standard deviation of 15.49. Likewise, the female students in the experimental

group had post -test mean score of 72.59 with standard deviation of 12.43 while

their counterparts in control group had post- test mean score of 19.02 with standard

deviation of 14.44.The male subject in the experimental and control groups

performed better than the female students.

Research Question 4

What are the mean retention scores of students taught Christian Religious Studies

using constructive simulation and students taught using conventional method?

Data relevant to this research question are presented in Table 6

Table 6: Mean Retention Scores of Students in Experimental and

Control Groups

Post-test

score

N X SD

Retention score

N X SD

Mean gain score

Groups

Constructive

Simulation

Instruction

8476.9612.05 84 76.91 8.71

-0.05

.

Conventional

Method

9020.0214.82 90 49.7711.50 -29.75

The data presented on Table 6 indicated that the experimental group taught with

constructive simulation method had retention mean score of 76.91 with a standard

deviation of 8.71 while the control group taught with conventional method had

retention mean score of 49.77 with a standard deviation of 11.50. The experimental

group had mean difference of -0.05 while the control group had mean difference of

-29.75. This implies that the constructive simulation group shows higher level of

retention than the conventional lecture method group.

Research Question 5

What difference exists in the mean retention scores of male and female students

taught Christian Religious Studies with constructive simulation ?

Data related to this research question are presented in Table 7.

Table 7: Mean Retention Scores of Male and Female Students Taught with

Constructive Simulation.

Groups

Constructive

Simulation

Instruction

Gender

Male

Female

Post-test score

N X SD

30 84.83 5.80

54 72.59 12.43

Retention

score

N X SD

30 76.50 9.11

54 77.13 8.56

Mean

gain

score

-8.33

4.54

Conventional

Method

Male

Female

34 21.68 15.49

56 19.02 14.44

34 18.09 14.57

56 20.79 15.82

-3.59

1.77

Table 7 showed that male students taught with constructive simulation had

retention mean score of 76.50 with a standard deviation of 9.11, while female

students had retention mean score of 77.13 with a standard deviation of 8.56. The

male students had mean difference of -8.33 while the female students had mean

difference of 4.54. This implies that female students showed higher level of

retention than male students.

Research Question 6

What is the interaction effect of method and gender on students’ retention in

Christian Religious Studies?

Table 7: Mean Retention Scores of Male and Female Students Based

Treatment Gender Interaction. (Dependent Variables Retention Test).

Groups

Constructive

Simulation

Instruction

Gender

Male

Female

Post-test score

N X SD

30 84.83 5.80

54 72.59 12.43

Retention

score

N X SD

30 76.50 9.11

54 77.13 8.56

Mean

gain

score

-8.33

4.54

Conventional

Method

Male

Female

34 21.68 15.49

56 19.02 14.44

34 18.09 14.57

56 20.79 15.82

-3.59

1.77

Table 7 indicated that the male students in the experimental group had retention

mean score of 76.50 with a standard deviation of 9.11 while their male

counterparts in the control group had retention mean score of 18.09 with a standard

deviation of 14.59. In the same vein, the female students in the experimental group

had retention mean score of 77.13 with a standard deviation of 8.56 while their

female counterparts in control group had retention mean score of 20.79 with a

standard deviation of 15.82. This is an indication that female students in both

experimental and control groups showed slightly higher level of retention than

male students.

Hypothesis 1

There is no significant difference in the mean achievement scores of students

taught Christian Religious Studies with constructive simulation and those taught

using conventional method.

Table 8: Analysis of Covariance (ANCOVA) of Students’ Post Achievement

Scores in Christian Religious Studies Test (p>0.05)

Source Type iii

Sum of squares

d/f Mean

square

F-cal Significance

Corrected

model

144087.269 4 36021.817 214.550 .000

Intercept 86667.562 1 86667.562 516.202 .000

Pretest 171.419 1 171.419 1.021 .314

Treatment 121626.531 1 121626.531 724.421 .000

Gender 1985.045 1 1985.045 11.823 .001

Treatment

Gender

966.756 1 966.756 5.758 .018

Error 28374.208 169 167.895

Total 565239.00 174

Corrected

Total

17246.477 173

Data on Table 8 indicates that there is a significant difference in the mean

achievement scores of students taught CRS using constructive simulation and those

taught using conventional method. The post test performance of students taught

Christian Religious Studies using constructive simulation (N76.96+_ 12.05) or

(Mean 76.96, SD = 12.05) was higher than those taught using conventional method

(20.02+_ 14.82) or (Mean 20.02, SD = 14.82), which revealed significant

difference, F(1,169) =724.421, p = 0.000. Thus, the null hypothesis which states

that there is no significant difference in the mean achievement scores of students

taught CRS with constructive simulation and those taught using the conventional

method is rejected.

Hypothesis 2

There is no significant difference in the mean achievement scores of male

and female students taught Christian Religious Studies with constructive

simulation and conventional lecture method.

Table 8 reveals that there is a significant difference in achievement scores of male

and female students taught with constructive simulation and conventional lecture

method. The post test performance of male in both experimental and control

groups (84.83+_ 5.80; 21.68+_15.49) or (Mean = 84.83, SD 5.80; 21.68 SD 15.49)

was higher than the post test performance of female students in both experimental

and control groups (72.59+ _ 12.43; 19.02+_ 14.44) or (Mean = 72.59, SD 12.43;

19.02, SD 14.44) which indicated significant difference, F(1,169) =724.421, p =

000. Thus, the null hypothesis which states that there is no significant difference

in the mean achievement scores of male and female students taught CRS in both

experimental and control groups is rejected.

Hypothesis 3

There is no significant difference in the interaction effect of method and

gender on the achievement of students in Christian Religious Studies.

Table 8 indicates the relationship between teaching method and gender on

students’ post test performance in CRS. The interaction effect of method and

gender on male students performance (84.83+_ 5.80; 21.68+_15.49) or (Mean=

84.83, SD = 5.80; 21.68, SD = 15.49) was higher than the performance of female

students (72.59+_12.43; 19.02+_14.44) or (Mean= 72.59, SD = 12.43; 19.02, SD =

14.44) which indicated significance difference, F(1,169) = 724.421, p =000.

Hence, null the hypothesis which states that there is no significant difference in

the interaction effect of method and gender on students’ achievement in CRS is

rejected.

Hypothesis 4

There is no significant difference retention scores of students taught with

constructive simulation and conventional method.

Table 9: Analysis of Covariance (ANCOVA) on Students’ Retention scores on Christian Religious Studies (p>0.05) Source Type sum of squares d/f Mean

square

f-cal Sig

Corrected

model

142137.415 4 35534.354 222.979 .000

Intercept 82538.453 1 82538.453 517.930 .000

Pretest 127.556 1 127.556 .800 .372

Treatment 117876.827 1 117876.827 739.679 .000

Gender 150.529 1 150.529 .945 .332

Treatment

Gender

51.312 1 51.312 .322 .571

Error 26932.200 169 159.362

Total 559191.000 174

Corrected

Total

169069.615 173

Data on table 9 indicates that the retention test scores of students taught CRS

using constructive simulation (76.91+_ 8.71) or (Mean = 76.91, SD = 8.71) was

higher than the retention test performance of those taught CRS using conventional

method (49.77 +_ 11.50) or (Mean = 49.77, SD = 11.50), which revealed

significant difference, F = 739.679, p = 000. Thus, the null hypothesis which states

that there is no significant difference on the retention test scores of students taught

CRS with constructive simulation and those taught using conventional method is

rejected.

Hypothesis 5

There is no significant difference in the retention test performance of male

and female students taught CRS in Experimental and Control groups.

Table 9 indicates that retention test performance of male students in both

experimental and control groups (76.50 +_9.11; 18.09 +_14.57) or ( Mean= 76.50,

SD = 9.11; 18. 09, SD = 14.57) was slightly less than the female students’

performance (77.13 +_8.56; 20.77+_ 15.82) or ( Mean= 77.13, SD = 8.56; 20.77,

SD = 15.82) which revealed insignificant difference, F = .322, p = .571. Thus, the

null hypothesis which states that there is no significant difference in the retention

test performance of male and female students taught CRS in experimental and

control groups is accepted.

Hypothesis 6.

There is no significant difference in the interaction effect of method and

gender on the retention test performance of students in CRS.

Table 9 indicated that the interaction effect of method and gender on the retention

test performance of male students in CRS (76.50+_ 9.11; 18.09 +_14.57) was

slightly less than interaction effect of method and gender on the retention test

performance of female students in CRS ( 77.13 +_ 8.56; 20.79+_ 15. 82) or (

Mean=77.13, SD =8.56; 20.77, SD =15.82), which revealed that gender and

method had no significant effect on students’ retention in Christian Religious

Studies. F=.322, p =.571. Thus, the null hypothesis which states that there is no

significant difference in the interaction effect of method and gender on students’

retention in CRS is accepted.

Summary

The major findings of this study are as follows;

1. Students taught using constructive simulation performed better than students

taught using conventional lecture method in their overall achievement in

Christian Religious Studies.

2. Male students in both experimental and control groups performed better than

their female counterparts in both experimental and control groups in the

CRS achievement test.

3. The interaction due to teaching method and gender in both groups

(experimental and control groups) on students’ achievement in CRS was

significant.

4. Students taught with constructive simulation performed better than those

taught using conventional lecture method in their overall retention test in

CRS.

5. Female students taught CRS in both groups (experimental and control

groups) performed slightly better than their male counterparts in both groups

in the CRS retention test.

6. The interaction due to teaching method and gender in both groups

(experimental and control groups) on students’ retention ability in Christian

Religious Studies was not significant.

83

CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATIONS, LIMITATIONS

AND

RECOMMENDATIONS.

Discussion of Findings

In this chapter the results of the study are under discussed according to the

relevant variables of the study. It has been revealed in this study that teachers’

use of constructive simulation in teaching Christian Religious Studies has a

significant effect on students’ achievement in the subject. The group taught

with constructive simulation method performed significantly better than

students taught with conventional method. This suggests that constructive

simulation instructional method has a remarkable effect on students’

achievement in Christian Religious Studies.

This finding is in agreement with some earlier research findings on constructive-

oriented methods of teaching and learning, as a basic instrument for content

learning (OkekeOkosisi, 2012, Okereke, 2010, Ibekwe, 2005). The reason for

better performance of students exposed to constructive simulation might not be

unrelated to students’ active participation in the leaning process. It could be that

the students’ active participation in the learning process provided them real or near

to real life experience. It could also be as a result of excitement over the new

84

approach that appealed to their various senses of learning. The bridging of gap

from abstract knowledge to more concrete and actual participation provided the

students in the experimental group made them perform better than the students in

the conventional method group. Students were encouraged to develop activities

like plays or drama that vividly displays relationship between ideas, principles and

concepts. This type of relationship showed connections between different aspects

of abstract ideas, thereby concretizing and facilitating better representation of

learning materials or processes in students’ cognitive structures. It does therefore

reduce cognitive load (Larkin & Simon, 1994 in Bolton, 2008). The superior

performance of students taught with constructive simulation is also in consonance

with a research finding that students active role in any instructional process brings

about the modification of the existing knowledge and subsequent addition of new

information (Madu, 2011).

Contrarily, the result from the conventional instructional method

intervention suggested that the method used in the majority of the Christian

Religious Studies content materials is unlikely to develop an adequate and

improved achievement in Christian Religious Studies in our secondary schools.

This finding is in consistent with other research reports that stress the

ineffectiveness of the conventional instructional method typically used in

secondary school CRS curriculum contents (Alubaleze, 2005, Ezenwelu, 2008).

This is in consonance with the findings of Brown and Palinser in Okereke

(2010),that meta-cognitive strategies of which constructive simulation is one, are

superior to conventional instructional method in content understanding. This result

is not surprising, since constructive simulation is a process which spurs students to

move from one level of understanding to another. Nevertheless, the findings of

this study with respect to cognitive achievement contradict those of Mayer (2004)

in which the findings reported that constructive–oriented methods have no effect

on students’ cognitive achievement in Mathematics. The efficacy of the use of

constructive simulation could be explained based on the organization and

presentation of the concepts with concrete materials or representatives of real

materials or processes and illustrations employed. These materials are deemed

effective in enhancing achievement in learning Hmelo-Silver (2006). The afore

mentioned resources provided a solid basis for conceptual thinking thereby

facilitating a better and proper understanding of Christian Religious Studies

content materials.

From the study one would be in the position to say that the students taught

with constructive simulation shifted and improved in level of understanding as they

constructed and reconstructed their own knowledge of the Christian Religious

Studies curriculum through the association of relationships and \guiding principles.

Hence, the improved achievement is as a result of an increased and a better

understanding of Christian Religious Studies content materials. This is in line with

the provision and requirement of cognitive and meta-cognitive theories from which

constructive simulation was designed.

It has been shown that in this study a significant effect exists between male

and female students achievement in Christian Religious Studies. The findings are

in consonance with other findings that there is significant gender difference on

students’ achievement in Liberal Arts/ Social Sciences (Egbuna, 2007). Similarly

the findings agree with the findings of Okafor (2006), that there is significant

gender difference on students’ achievement in Mathematics. However, the findings

of this study are contradictory to some previous research findings which insisted

that there is no significant difference in students’ achievement in Literature in

English by gender (Ibekwe, 2005). Since there is significant gender difference in

this study, one may say that the differential effect observed in this study may be

attributed to the nature and type of curriculum content in question. Hence, either

male or female students could show higher achievement than the other.

It has been revealed in this study that there is significant effect in the

interaction of method by gender on students’ cognitive achievement. This is in

conformity with the findings of Okeke-Okosisi (2013) with an observation that

there is significant interaction between constructivist instructional model and sex

on students’ achievement in Computer Science. Similarly, the findings agree with

other observations that there is interaction effect between instructional methods

and gender on students’ achievement in Liberal Arts/Social Sciences (Egbuna,

2007) and in Mathematics (Okafor, 2006). However, this finding is not in

consonance with that of Olejeme (2012) who reported that combined effect of

computer simulation and gender on students’ overall cognitive achievement in

building construction was not significant. The findings of this study also contradict

some previous research findings which revealed that the interaction of sex and

mode of instruction had no significant effect on students’ achievement in Literature

in English (Ibekwe, 2005). Since there are discrepancies in the findings in the

method and gender effect on students’ achievement, the study cannot conclude the

interaction effect of method and gender on students’ achievement in CRS either.

It has been shown in this study that there is significant effect on students’

retention in Christian Religious Studies when constructive simulation is used in

teaching. Students taught with constructive simulation tend to retain better the

learned information over a period of time than the students taught with

conventional method of instruction. This implies that the type of instructional

approach employed in teaching Christian Religious Studies could result to

significant increase in retention of knowledge.

Several studies suggested reasons for the higher mean retention score of the

experimental group. It has been noted that activity-oriented learning not only

facilitate understanding, but also retention of what is learned (Obiekwe, 2008 &

Ogbonna, 2007). The strategies involved in constructive simulation instruction

gave credence to this view and supported the view that hand- on- activities play an

important role in acquisition of knowledge. Consequently, students’ active

participation and their meta-cognitive experience of hand- on- activities during the

instruction accounted for the improved performance.

There appears to be dearth of literature on constructive simulation in

Christian Religious Studies in literature review. The related literature were those of

Okereke (2010), OkekeOkosisi (2012 & 2013), Olejeme (2012), Obiekwe(2008)

and Ogbonna (2007), Dogru and Kalender (2007). Hmelo-Silver (2006) observed

that scaffolding and inquiry instructional approach make for meaningful learning

as against rote learning. The meaningfulness of the content materials learned

facilitates their encoding in memory. This is in agreement with the findings of this

study where the design of constructive simulation method helps the students to

associate ideas with real situation and through the process attains meaningful

learning. It was also noted that the use of simulation game in teaching had a

significant retention effect in literature in English (Ibekwe, 2005).

These findings prove beyond doubt the consistent effectiveness of activity-

oriented, student-centered approaches such as constructive simulation over

conventional method, in enabling students increase their understanding while

retracing what they have learned. The result of this study also supports the

assertion which states that events which are well organized are learned easily and

remembered for a long time (Madu, 2011). Hence, the retention effect of

constructive simulation can be viewed from the fact that the strategies and the steps

adopted in the method made for meaningful learning as against rote learning. Thus,

more meaningful learning occurs with the group taught with constructive

simulation. The differential retention effect of constructive simulation and

conventional method could be explained in terms of the degree of precision and

accuracy with which the students taught with constructive simulation, approached

the questions evidenced in the higher score. It is expected that the more precise and

accurate the approaches are, the more meaningful learning occur. Consequently,

constructive simulation which provides more cognitive and meta-cognitive

experiences and activities ought to generate more retentive effect than the

conventional method. This is so because during Christian Religious Studies

instruction involving constructive simulation, cognitive and meta-cognitive

knowledge and experiences are activated and explored in the process of designing

activities such as role-play.

Evidence of the result revealed a slightly significant gender related

difference on students’ cognitive retention ability in Christian Religious Studies.

Female students slightly excelled more than male students in retention ability in

CRS. This finding is in agreement with the observation made by Okafor (2006),

that there is significant gender difference in liberal arts/Social Science performance

in favour of females. Also, the finding of this study with respect to gender agrees

with that of Okeke-Okosisi (2013) who reported statistically significant effect of

gender on students’ retention in computer science. The study reported that female

students showed higher retention in computer Science than male students. Another

observation indicated that there is significant gender difference in Arts/Social

Science performance in favour of male (Egbuna, 2007). But the findings of

Ibekwe (2005) reported that students’ performance in literature in English was

significantly independence of sex. Some studies on gender influence on students’

retention ability in liberal Arts and Social Science subjects view that girls retain

learned information in arts and social sciences more than boys.

The result of this study has shown that providing learning opportunities for

learners would as well lead male students to retain and recall new learned

information. The discrepancies in the findings in gender related differences in

students’ academic retention could be associated with the nature and type of the

content area of the subject. Hence, male or female students could be favoured. This

would mean in effect that the use of constructive simulation would minimize

gender related difference in students’ retention in Christian Religious Studies.

The interaction of method by gender on students’ retention in Christian

Religious Studies curriculum contents was not significant. This implies that sex

does not combine with method to affect students’ retention. This finding is in

agreement with some previous research findings which noted that no significant

interaction effect exists between method and gender on students’ retention in Arts

(Oduma 2007, Ibekwe2005). These findings tend to be a variance with previous

research findings which maintained that the interaction of sex and models of

instruction had significant effects on students’ achievement and retention

(Ezenwelu, 2007, Onochie 2005)

The findings of this study however showed that both male and female

students in both experimental and control groups retained the content area of CRS

better than their male and female counterparts taught with conventional

instructional method. That means that none of the methods actually interacted with

the sex. The difference observed in performance in favour of constructive

simulation group confirms the superiority over conventional instructional method

and does not suggest any interaction since both male and female sex were

favoured.

Summary of the Study

This study was conducted to determine the effect of constructive simulation

on students’ achievement and retention in Christian Religious Studies. The study

also considered the influence of gender on students’ achievement and retention.

A quasi-experimental design involving pre-test post-test control group was

used. In carrying out the study, the researcher used 2,170 JS3 Christian Religious

Studies students. The population was drawn from 12 State Government co-

educational secondary schools in Awka South Local Government Area of

Anambra State. Four schools were randomly chosen from the twelve schools. Also,

one intact class was randomly selected from each of the four schools except where

the school had only one stream. The sample from the four intact classes comprised

of 174 JS3 CRS students. Two instruments, students’ achievement test in CRS

(SATCRS) and students’ retention test in CRS (SRTCRS) were used for data

collection. The instruments were developed by the researcher. To ensure content

validity, a table of specification was constructed. The instruments were face

validated by Christian Religious Studies teachers and measurement and evaluation

experts. The instruments were trial tested on a sample of 25 JS3 CRS students from

two schools outside Awka South Local Government Area. The data collected were

used for the test of reliability. The reliability value of SATCRS was ascertained

using Kudder Rechardson formula to determine internal consistency while

Pearson’s movement correlation coefficient formula was to establish the stability

of the instrument. Two types of lesson notes were also developed, one for the

experimental group involving constructive simulation, and the other for the control

group using lecture method.

In carrying out the experiment, two different intact classes were randomly

assigned to experimental groups while the two other intact classes formed control

groups. The experimental groups were taught using constructive simulation

instructional model while the control groups were taught using lecture methods.

To guide the investigation, six research questions and six hypotheses were

formulated. All the groups were pre-tested before the experiment (post test). Also,

retention test was administered to all the groups. Identified extraneous variables

which could pose potential threat to the validity of the study were controlled.

To analyze the data of the study, the research questions were answered using

mean and standard deviation scores. The hypotheses were tested using Analysis of

Covariance (ANCOVA) at 0.05 significant level.

The result showed that students exposed to the constructive simulation

instructional model achieved higher and had a greater retention of the Christian

Religious Studies tests than those in the control groups. The result also revealed

that the male students had higher mean score in achievement test than female

students for the two groups. The retention mean score of the test was higher in

favour of the female students but the difference was not statistically significant for

the two groups.

The findings of the investigation have serious implications for CRS teachers,

teacher training institutions, curriculum planners and other stakeholders in Art

education sector. The study recommended among other things that constructive

simulation model should be adopted by teachers in the Christian Religious Studies

classroom to ensure effective instructional delivery.

Conclusion

The following conclusion are drawn from this study based on the findings

of the study. The result of this study provides empirical evidence that the

constructive simulation instructional model enhanced students’ achievement in

Christian Religious Studies.

The students (control groups) taught using the conventional model (lecture

method) achieved less than the students (experimental groups) taught using

constructive simulation. Hence, high achievement in Christian Religious Studies

can be enhanced using appropriate instructional strategy.

Secondly, the male and female students exposed to both constructive

simulation and conventional method performed better than their control group

counterparts in both achievement and retention test in Christian Religious Studies.

The combined effect of constructive simulation and gender on students’ cognitive

achievement was significant. Male students performed better than the female

students for both instructional methods. But there is however, no significant

difference in the combined effect of both instructional method and gender on

students’ retention of Christian Religious Studies content area. Since the findings

of this study revealed that male students performed better than female students in

CRS achievement test while the female students performed better in the retention

test, it implies that there is no conclusive gender in CRS.

In general, the constructive simulation instructional model has proved to be

viable in enhancing the meaningful learning of Christian Religious Studies.

Educational implications

The findings of this study have obvious educational implications for

students, teachers and other stakeholders in education. The use of constructive

simulation in this study has proved to be effective in facilitating greater

achievement and retention in Christian Religious Studies. This implies that the use

of constructive simulation instructional model would enhance students’

achievement and retention in Christian Religious Studies curriculum content.

The workshop training programme on the use of constructive simulation

organized for teachers involved in this study may not have been sufficient for the

expected level of teacher effectiveness but they still ensure better learning.

Limitations of the study.

The generalization drawn from this study are subjected to the following

implications:

1. Little interference in pre-test- post-test and retention test may have taken

place, since the time interval between the three tests was a minimum of four

weeks for students’ achievement test and two weeks for students’ retention

test.

2. Initial differences across groups emanating from the use of intact classes

may not have been taken care of completely by the statistical technique

developed for the purpose. This condition will to the extent it prevails affect

the validity of the findings.

Recommendations

The following recommendations were made based on the findings of the study.

1. Since the use of constructive simulation instructional model has been found

to enhance the quality of students’ achievement and retention in Christian

Religious Studies, the subject teacher should be encouraged to employ the

method more in the teaching of the subject. By the use of the method, the

students’ interest in the subject would be aroused; and they would be

committed in learning the subject, with their increase in achievement and

retention of the subject content.

2. With high mean achievement and retention scores recorded through the use

of constructive simulation, it calls for teachers to be abreast with the

distinctive characteristics of this novel teaching method with the view to

enhance students’ cognitive learning outcomes. There should be seminars

and workshops organized by the government and professional bodies like

the National Association of Bible knowledge teachers of Nigeria

(NABKTN) for Christian Religious Studies teachers in the use of

constructive simulation instruction.

3. Teacher training tertiary institutions should train student teachers on current

teaching methods.

4. Pre-service teachers should be trained on how to use the method. The

implication is that the constructive simulation instructional model has to be

included in the curriculum of special Arts/Social Science method for

colleges of education and universities.

5. Finally, school administrators, ministers of education, State Basic Education

Board, the National Commission for Colleges of Education, the National

University Commission and other relevant bodies should sponsor the

teachers to seminars and workshops to keep the teachers abreast with this

innovative method of teaching Christian Religious Studies.

Since the efficacy of constructive simulation instructional model in improving

students’ achievement and retention in CRS has been indicated in this study, the

Christian Religious Studies teachers association of Nigeria, teacher training

institutions, supervisory bodies, curriculum planners like the national commission

for colleges of education and authors of textbooks can adopt and popularize the

method, in order to ensure meaningful learning of Christian Religious Studies.

Suggestion for further study.

The findings of the study have generated some areas for further investigation

which include to:

1. Replicate the present study using a wider geographical area possibly the

entire Anambra State, since this study was restricted to serve secondary

schools in one local government area of the state.

2. Replicate the study in other states of the federation with larger sample.

3. Investigate students’ interest in Christian Religious Studies.

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APPENDIX A

Permission letters to the school authorities

Department of Art Education,

Faculty of Education,

University of Nigeria,

Nsukka.

15th March, 2013

The Principal,

_________________________

_________________________

_________________________

Sir/Madam

Letter of Permission

My name is Catherine Okeke, a post graduate student of the above addressed

institution. I am carrying out research on the ‘Effect of Reflective Workshop on

Teachers’ use of Constructive Simulation on Students’ Achievement and Retention

in Christian Religious Studies Curriculum.

Sequel to this, your school is among the six schools selected for the study. I

humbly ask for your permission to invite some of the Christian Religious Studies

teachers in your school to the workshop concerning the study. The workshop will

last for six weeks but the actual training will take place during the holidays.

Teaching and evaluation of teachers’ and students’ performance will occur during

the regular class lessons. The class to be used is junior secondary three (JS 3).

Thanks for your co-operation

Yours faithfully,

Catherine Okeke

Pg/Ph-D/0743705

APPENDIX B

Sample statistics of Basic Education Certificate Examination (BECE) CRS

result of two (2) schools in Awka Education Zone (2007-2011)

School 1

Year No. of

candidates

No. of

credit and

above

No. of

Passes

No. of

Failure

2007 88 28 30 30

2008 92 35 36 21

2009 94 41 40 13

2010 89 35 29 25

2011 91 43 26 22

School 2

Year No. of

candidates

No. of

credit and

above

No. of

passes

No. of

failure

2007 102 46 51 5

2008 95 41 49 5

2009 88 30 58 -

2010 82 34 40 8

2011 78 32 46 -

Two (2) candidates were absent from the Examination of year 2011

Source: Examination Records Unit, Examination Development Centre

(EDC), Awka. Education Zone

APPENDIX C

TRAINING MANUAL

WORKSHOP TRAINING PROCEDURE

The programme for the workshop took the following steps:

General Objectives:

The workshop is to train teachers to use reflective based teaching practice

on the use of constructive simulation method.

Specific Objectives:

It is expected that at the end of the workshop, participants should be able to:

1. apply reflective principles in teaching and learning process;

2. explain the meaning of reflective teaching;

3. identify features of reflective teaching;

4. discuss advantages and disadvantages of reflective teaching;

5. discuss models of reflective teaching;

6. explain meaning of constructive teaching;

7. discuss principles of constructive teaching;

8. discuss advantages and disadvantages of constructive teaching;

9. explain constructive assessment techniques

10. explain meaning of simulation;

11. identify characteristics of simulation;

12. discuss advantages and disadvantages of simulation;

13 explain and discuss the concept of constructive simulation.

Target Group:

Secondary school teachers of Christian Religious Studies.

Duration of Training:

Six (6) weeks.

Methodology:

Constructive simulation based on reflective teaching principles using the

following strategies:

• group discussion

• Demonstration

• Illustrations

• Role playing.

Evaluation:

There was evaluation of each section after the training exercise using the

following evaluation strategies:

Discussion

Group workshop

Dramatization

WEEK ONE

Session 1. (Time: 25 minutes)

Registration, declaring the workshop open and introduction of members.

Objectives:

The objectives of this session are to:

- help the participants relax;

- learn names of each other,

- be aware of each other’s experiences, values and skills,

- focus attention while people are still settling down,

- state the expectations of the workshop.

Methodology:

Participatory using songs and opera to welcome one another and make

personal introductions.

Materials :

Hall (a large room), flexible board, marker, portfolio containing paper,

pencil, biro, eraser, training manual and relevant textbooks.

Activity: (Time 15 minutes)

a. Setting: (Time: 5 minutes) participants sitting in a horse- shoe formation.

The researcher (trainer or facilitator) uses her name to sing a welcome

song. The trainees join and do as she does. While singing, participants

clap and do handshake.

b. Introduction : (Time: 10 mins.) participants are called to introduce

themselves indicating: names, pet names and major items of

identification.

Session 2: (Time:1hour)

Activity (Time: 20 mins.)

a. Participants enumerate their expectations of the workshop, looking at

the title; relating their expectations to the specified objectives of the

workshop.

b. Participants group their individual expectations in line with the

objectives noting personal expectations that are outside the workshop.

Summary (Time 20 minutes). Participants summarize the expectation of the

workshop with the guidance of the facilitator.

Evaluation: (Time 20 minutes)

a. Participants are called to orally evaluate this session. b. Participants ask

questions based on their experiences

WEEK TWO

Session 1: (Time: 1hr. 15mins.)

Topic: Reflective Teaching Practice Skills and its features.

Purpose: Some teachers do not review their teaching sessions after teaching. As a

result, they do not employ diverse teaching practices to improve on previous

performance. Sequel to this is students’ lack of interest in learning which can result

to poor academic performance. This entails that the teachers do not employ

innovations in teaching practices.

Objectives: Participants are expected to:

• explain the meaning of reflective teaching practice,

• identify key features of reflective teaching;

• discuss advantages and disadvantages of reflective teaching;

• discuss some models of reflective teaching prace

Methodology: (group discussion); Trainer guides participants to discuss the

following items:

Activity i:

Design and Timing:

S/N Description Timing

A Introduction and review of session objectives (By trainer). 5mins

B Meaning of reflective teaching practice (participants called

to contribute).

10mins

C Features of reflective teaching (participants contribute while

trainer modifies)

20mins

D Models of reflective teaching (participants contribute while

trainer facilitates)

20mins

E Advantages of reflective teaching (participants called to

contribute)

10mins.

F Disadvantages of reflective teaching (participants called to

contribute still)

10mins.

Session 2 (Time: 30 mins.)

Activity (Group work): (Time: 10mins.)

Group work: Participants to dramatize negative impacts of non-reflective

practice.

Evaluation: (Time: 20mins.)

Participants are called to present group’s drama for general discussion.

WEEK THREE

Session 1: (Time: 1hr. 10mins)

Topic: Constructive teaching and principles.

Purpose: Prevalent transfer of knowledge has not supported the teaching of life-

long skills or generic competences such as: collaboration, creativity,

communication, critical thinking and aesthetic appreciation. Hence, the call for

teachers to use constructive teaching strategies which allow the learners to generate

knowledge and on the process acquire the generic skills. The purpose of this

session is to train teachers in the use of constructive strategies.

Objectives: Participants are expected to:

• Explain meaning of constructive teaching.

• Discuss principles of constructive teaching.

• Discuss advantages and disadvantages of constructive teaching.

Materials: Flexible board, marker, portfolio training manual and relevant

textbooks.

Methodology(Discussion); Trainer guides participants to discuss the items

contained in the above design.

S/N Description Timing

A Introduction and review of session’s objectives (By the trainer) 5mins

B Meaning of constructive teaching (participants called to contribute

while trainer moderates)

10mins

C Principles of constructive teaching (participants identify principles

while trainer modifies)

20mins

D Advantages of constructive teaching (participants contribute and

trainer facilitates)

10mins

E Disadvantages of constructive teaching. (participants also

contribute and trainer guides).

10misn

Activity i: (Time: 55mins.)

Design and Timing:

Activity ii : (Time: 5mins)

Group work: Participants to plan 5minutes lesson with emphasis on constructive

teaching principles.

Evaluation: (Time: 10mins)

Participants present group work for general discussion.

Session 2: (Time 30mins)

Topic: Modes of Assessment

Objectives: Participants are expected to discuss constructive modes of assessment.

Activity i: (Time: 15mins)

Participants to discuss alternative modes of assessment rather than prevalent paper

and pencil methods of assessment while trainer modifies

Activity ii : (Time: 5mins)

Group work:

Participants to develop alternative assessment techniques.

Evaluation : (Time: 10mins)

Participants present group production for general discussion .

WEEK FOUR

Session 1: (Time: 1hr 40mins)

Topic:(a) Simulation method and characteristics.

(b)Constructive simulation method of teaching.

Purpose: Some teaching strategies do not provide opportunity for learner

activities.

Teachers only provide learners with basic knowledge, skills and values. As a

result, learners cannot construct knowledge in any problem situation. Teachers are

called to adopt teaching strategies that simulate students’ thinking and active

participation in teaching-learning activities that relate to real situation. The purpose

of this session is to train teachers to use simulation strategies constructively.

Objectives: Participants are expected to:

• Explain the meaning of simulation;

• Identify characteristics of simulation method of instruction;

• Discuss advantages and disadvantages of simulation method of

instruction: Explain and discuss the concept of constructive simulation.

Materials: Flexible board, marker, portfolio, training manual and relevant

textbooks.

Methodology (Discussion); Participants discuss the following items contained in

the design under the guidance of the trainer.

Activity I: (Time 55mins) Design and Timing

S/N Description Timing

A Introduction and review of session’s objectives (By the trainer) 5mins.

B Meaning of simulation method of instruction (Participants called to

contribute while trainer modifies)

10mins.

C Characteristics of simulation method of instruction (Participants

identify characteristics while trainer modifies)

15mins.

D (i)Advantages of simulation method of teaching (participants

contribute while trainer guides): (ii) Disadvantages of simulation

method of teaching(participants contribute and trainer facilitates).

10mins.

E Concept of constructive simulation (Participants discuss and trainer

modifies).

10mins.

Activity ii (Time: 10mins.)

Group work: Participants to plan 5 minutes lesson, bearing constructive

principles in mind with emphasis on features of simulation model. Participants to

perform 5minutes mini-teaching, and recorded for reflection and criticism.

Evaluation: (Time 10mins)

Participants present group’s decision on the lesson plan for general discussion.

Session 2 (Time 30mins)

Summary

Participants review the full contents covered in the process of the workshop, while

the trainer guides.

Reflective Teaching Practice Skills:

• Meaning of reflective teaching

• Features of reflective teaching

• Models of reflective teaching

• Advantages of reflective teaching

• Disadvantages of reflective teaching

Constructive teaching:

• Meaning of constructive teaching

• Principles of constructive teaching

• Advantages of constructive teaching

• Disadvantages of constructive teaching

Simulation method

• Meaning of simulation

• Characteristics of simulation method of teaching

• Advantages of simulation method

• Disadvantages of simulation method of teaching.

Concept of constructive simulation

• Meaning of constructive simulation and

• Characteristics of constructive simulation

•

EVALUATION OF MINI- TEACHING OF EXPERIMENTAL GROUP S’ TEACHERS’ PERFORMANCE

N = 2 (Number of teachers / ratees = 2) Mini – teaching before training Mini –teaching after training

S/N ITEMS Total X Comment Total X Comment

1 Identifying students’ experiences by asking probing question

- - Very poor 8 4 Good

2 Asking questions that connect the students’ existing knowledge

4 2 Poor 8 4 Good

3 Using varied and appropriate instructional materials

2 1 Very poor 10 5 Very Good

4 Involving students actively in teaching – learning process

- - Very poor 8 4 Good

5 Asking questions that stimulate students

2 1 Very poor 9 4.5 Good

cognitively

6 Motivating students for free expression

2 1 Very poor 10 5 Very Good

7 Providing environment for students’ collaboration and exchange of ideas

2 1 Very poor 10 5 Very Good

8 Caring for students’ individual problems

2 1 Very poor 9 4.5 Good

9 Challenging students with tasks

- - Very poor 10 5 Very Good

10 Providing students with prompts for support

- - Very poor 8 4 Good

11 Asking questions that connect current societal issues

- - Very poor 7 3.5 Fair

12 Continuous monitoring of the learning process

- - Very poor 8 4 Good

13 Evaluating the learning outcomes

3 1.5 Very poor 9 4.5 Good

14 Revising the learning process

- - Very poor 8 4 Good

G.M 8/14 G.M 61/14

Where:

X = Mean

G.M = Grand Mean

The mini – teaching was rated using 5- points rating scale. The 5- points rating scale is interpreted as:

5 Points – Very Good

4 Points - Good

3 Points - Fair

2 Points - Poor

1 Points – Very poor

The table above showed the performance of the teachers of the experimental groups on

the mini- teaching before and after training. 14 item statements were used to assess the teachers’

performance in the mini-teaching. The table indicated that teachers showed improved

performance in the mean ratings of all the items after the training (with the grand mean of 4.36)

compared to their performance (with the grand mean of 0 .57) before the training. This shows

that the training on the use of CS has effect on the teachers’ performance.

APPENDIX D

HAND NOTE ON REFLECTIVE BASED TEACHING PRINCIPLES I N

THE USE OF CONSTRUCTIVE SIMULATION METHOD OF TEACHI NG

INTRODUCTION

Most times, teaching and learning process are not interactive. Some teachers

neither review their teaching practices nor employ teaching methods that can foster

learner’s interaction with learning activities and environments. In this case, the

teaching-learning process becomes teacher-centred since the learner plays a

passive role in the process. Teachers cannot improve on their performance if they

cannot reflect on their teaching sessions. As a result, students cannot develop

generic skills required for life-long learning. The consequence is ineffective

teaching and learning.

On the basis of this, the hand note is developed to provide hints for teachers on

constructive simulation method of teaching based on reflective teaching practice

skills. The content area of the hand note include: meaning of reflective teaching

practice, features of reflective teaching, models of reflective teaching, advantages

and disadvantages of reflective teaching. Meaning of constructive teaching,

principles of constructive teaching, advantages and disadvantages of constructive

teaching, and concept of constructive simulation. Reflective teaching practice

centres around the idea of life-long learning where a practitioner analyzes

experiences in order to learn from them. A reflective teacher gathers information

from classroom activities, analyzes and assesses the information. The teacher

compares his/her procedures/methods with those of others, and goes back to the

starting point to refine the activities for improvement.

Features of Reflective Teaching Practice

- Reflective teaching is characterized by its dynamic process. It is applied in a

cyclical process which involves monitoring, evaluating and revising

practices.

- It requires competence in methods of evidence based classroom inquiry.

- It requires attitude of open-mindedness, responsibility and whole

heartedness.

- It is based on teacher judgment informed by evidence-based inquiry and

insight from other research.

- It is enhanced through collaboration and dialogue with colleagues

- It involves critical thinking and creativity.

There is no single instrumental approach to teaching that is consistent with

reflective practices. The concept of reflective teaching practice varies according to

individual perspectives. A teacher can adopt one or more reflective models. Some

of the reflective models are: Henderson (1992) Zeichner - Liston (1996) and Niell

(2004). These models of reflection are grounded in John Dewey’s philosophy.

Dewey believes that reflection is an important human activity in which people

recapture their experiences, think about it critically, analyze and evaluate it. In the

process, the practitioner generates knowledge continuously by applying prior

knowledge on the existing knowledge. Activity oriented method of teaching is

considered an ideal instruction.

Models of Reflective Teaching Practice

Henderson’s Reflective Model

It is referred to as ethical based model of inquiry reflective practice which

involves dialoguing with colleagues, students and society. His reflective practice

centres on the ethics of caring, constructive approach to teaching and artistic

problem-solving reflective teachers. With care, the teacher finds out from

individual the clarification and contribution of what the learner makes, whether it

is right or wrong. As regards constructive approach, reflective teacher uses his/her

basic skills and in-depth knowledge of curriculum content to learn, reflect on the

relationship about what to teach and student’s prior experiences, needs and interest

(personal purpose). Learning process is considered learner- centred. Artistic

problem-solving reflective teacher always try to adapt curriculum content to

learner’s background, needs and interest. The reflective teacher seeks new ways of

involving learners actively into the learning process.

The teacher exercises good judgment, imagination and show flexibility in

order to raise high quality standard of education. Through inquiry, teacher

dialogues with colleagues, students and society. The process of reflection in this

case involves questioning, pondering over situation and experiencing democratic

perspective on the personal and public values of instruction and learning process.

Henderson presents reflective teachers as experts who know their subject matter

and are able to teach it well. They are projected as experts in discipline, time

management, psychology, instructional methods, learning theory and interpersonal

communication. They are presented as those who are willing to accept

responsibilities

Zeichner’s and Liston’s Model of Reflective Teaching: This model lays emphasis

on the teacher reflecting on the following aspects:

- subject matter, its representation and translation to promote students’

understanding.

- Social efficiency which involves thoughtful application of teaching

methods/strategies that have been suggested by research on teaching.

- Developmental aspect which highlights teaching that considers and builds on

students’ background, interest, thinking and patterns of developmental

growth.

- Generic aspect which deals with learner’s thinking about what the learner

does without minding the quality or substance of that thinking.

- Social re-construction which involves social and political context of

schooling and the assessment of classroom activities for their ability to

enhance quality, justice and more human conditions in schools and society.

An effective teaching needs to take care of the elements highlighted by

various aspects which include subject matter, students’ thinking and understanding,

experience research-based teaching strategies and the social context of teaching.

The teacher is expected to examine, frame and attempt to solve classroom

problems. The teacher is expected to know the assumptions, questions and values

which he/she brings to learning process. He/she is expected to pay attention and be

committed to the instructional and cultural context of learning. The teacher is

expected to participate in curriculum development and involve in the efforts of

school in response to changes or innovations in education. He/she is also expected

to be responsible for his/her own professional development.

In summary, teachers have important role to play in the process of reflection

so as to make learning process meaningful. They are expected to play the

following roles:

• Be aware that classroom work cannot be separated from the influence of

wider society and therefore has to consider both areas when planning.

• Monitor students, observe them and collect data on their intentions, actions

and feelings.

• Analyze their evidence critically and evaluate it in order to share and subject

it to judgment and decision making. It may lead to revising classroom

policies, plans provision before starting the process again.

• Share experiences with colleagues and trainees in seminar, or workshop.

• They are expected to adopt the following skills for effective reflection:

reviewing relevant existing research, gathering new evidence, and adopting

analysis and evaluation skills. Each of these skills contributes to the cyclical

process of reflection which leads to open-mindedness.

Advantages of Reflective Teaching Practice

Reflective teaching possesses a number of qualities which include:

• Making provision for innovations

• Encouraging development of collaborative skills

• Encouraging development of communication skills and creative skills

• Providing for in-depth perception of effects of teaching and learning for

improvement

• Fostering critical thinking

• Promoting construction of knowledge; and

• Providing for long-life learning

Reflective teaching also has some disadvantages:

Disadvantages of Reflective Teaching Practice

Its disadvantages include the following:

• It is task-oriented.

• It takes a lot of time to arrive to a conclusion.

Constructive Teaching

Meaning:

Constructive deals with effectiveness while teaching refers to the process of

imparting knowledge, skills, attitude and values. Constructive teaching therefore

entails 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 (Okereke,

2010). Constructive teaching involves teacher’s ability to reflect on experiences

and to learn from them. It implies teacher’s ability to determine how a lesson is

going on; 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/she is performing

in the learning process. The success of constructive teaching depends on the extent

the teacher adopts its principles.

Constructive Teaching Principles:

The principles of constructive teaching includes:

- Active involvement of learners in the learning process.

- It is learner-centred.

- The learner is viewed as the ownership of the learning process.

- Learning experience of the learner is to be adapted in the learning situation.

- Learning environment is democratic. Learners are to discover their own

principles, concepts and facts. It emphasizes shared responsibilities and

decision-making.

- 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 similar to where the learner is

expected to apply such knowledge.

- The teacher is expected to encourage the learner by showing 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 hint or prompt in order to challenge the learner.

- Cognitive apprenticeship is proposed to being effective constructivist model

of learning. The expectation is to challenge the learner to involve in

authentic practices through activity and social interaction in 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 view point 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.

Constructive teaching is very important in learning process. It has

many advantages.

Advantages of Constructive Teaching:

• Constructive teaching encourages learning through transaction rather than

through transmission. Students learn by negotiation and exchange of ideas.

• Learners are actively involved

• It fosters critical thinking, retention of knowledge, creativity and transfer of

knowledge that leads to life-long learning.

• Learners are easily motivated

• Teachers create environment for knowledge construction and students work

harder.

• Learners are simulated to become autonomous and inquisitive thinkers.

• Learners are spurred to questioning, investigating and reasoning.

• Learning is student-centred instead of teacher – centred or subject –centred.

• Human experiences are acknowledged.

• It accommodates both individuals group and the whole class during

instruction and learning process.

• It leads to learning of variety of skills.

• It also promotes good attitudes and values like co-operation since

democratic environment is uphold.

In spite of its merits, constructive teaching has some disadvantages.

Disadvantages of Constructive Teaching:

• It is tasking. It places heavy work load on teachers.

• It is time-consuming both in planning and in execution.

• The slow learners may draw back the more progressive learners in a team

work.

Nevertheless, constructive teaching is encouraged for its qualities.

Modes of Assessment of Constructive Teaching:

The principle of assessment in constructive teaching holds that assessment is

continuous. The teacher facilitates the assessment by being in continuous dialogue

with the learner (Rhozles and Bellamy, 1999 inEzeani, 2005). As the learner

progresses the teacher provides opportunities for formative evaluation in the

process to attend to individual learners according to their pace.

Constructive mode of assessment includes the following: It is based on tests

and observations. Some strategies involved are discussed here in:

i. Oral discussion: Teacher can present students with a ‘focus’ question on the

topic under study. The teacher watches, listens and assesses students while

they discuss. The teacher also guides and modifies the discussion. In

addition, the teacher records his/her observations as a feedback for reflection

and correction.

ii. Pre-test: this provides opportunity for the teacher to determine the

knowledge students bring to a particular learning topic. Teacher’s

knowledge of the learner’s prior knowledge will guide him/her in directing

the course of study.

iii. Mind-mapping: In this type of assessment, students will be asked to list and

categorize concepts and ideas relating to a topic. The teacher facilitates and

modifies students’ activities.

iv. Hand-on-activities: This type of assessment tool involves students’

manipulation of their environment or a particular learning material.

The teacher can use a check list and observation to assess students’ success. The

teacher is to observe relevant aspect of the situation in order to indicate the desired

attributes that are present or absent in the setting.

Constructive mode of assessment rarely involves paper, and pencil methods

of assessment. It comprises various activities such as observations, monitoring,

questioning discussion, listening, manipulation, recording and the like.

Simulation Method:

Meaning: Simulation can be referred to as the act of pretence or imitation.

Simulation is defined as the imitation of some real thing, state of affairs or process

(Ndu,2010). Simulation as a concept in learning is an instructional strategy that

engages learners in a world of pretence or imitation. It is described as an ‘un taught

event’ whereby sufficient knowledge is provided to learners to enable them

achieve reality of function in a virtual environment (Jones, 1985 in Nwafor,

2007:97). It is an instructional strategy that provides opportunity for learners to

construct reality or real life situation as closely as possible.

Characteristics of Simulation Method of Teaching:

Simulation is characterized by the following:

• It rests on virtual situation .

• It involves learner – centred activities, problem-solving and experimental-

based activities.

• A lot of planning is involved before execution.

• It involves critical thinking and constructive skills.

• It is also marked with communication and collaborative skills.

• Rules and regulations are involved.

• It can be in game, play form in cards, real human play or role play

• Reflective practice is also involved in simulation method.

• It is also characterized by observation and manipulation skills.

• Teacher’s role is to provide prompt, observe, and guide learning activities.

• Other features include continuous evaluation of activities and feedback.

Advantages of Simulation Method of Teaching:

Simulation method of teaching is considered very important in teaching and

learning. Ndu (2010), Dogru and kalender(2007), Nwafor (2007), Lean and Moizer

(2006) summarized advantages of simulation to include:

• Providing simulated environment similar to real life situation.

• It allows learners to gain knowledge and skills and safety environment

without danger.

• It offers opportunity to all categories of learners to participate actively in the

instructional process.

• It emphasizes experiencing and experimenting as opposed to transmission of

knowledge.

• It motivates and captures learner’s interest to volunteer to take part easily

and quickly.

• It allows for observation and assessment of activities.

• It provides learners opportunity for self-evaluation.

• It fosters co-operation among learners through the roles they play as a group.

• It encourages timid learners to open up and interact freely with others.

• It encourages participants to practice theoretical aspect of their knowledge.

• It facilitates quick and pleasant recall of facts through review of past

experiences.

• It encourages learners to behave in desired condition which leads to

acquisition of skills, attitudes, knowledge and values that help learners in

real life.

• Simulation also promotes mastery of materials studied which can lead to

high academic performance, high retention or internalization and transfer of

knowledge.

Simulation is considered important in teaching and learning for its

effectiveness in instructional process. Though simulation method of teaching is an

effective instrument in learning process, some problems may arise in its usage.

This entails that it has some disadvantages.

Disadvantages of simulation method of teaching:

• Labour – intensive on both the learners and instructors.

• It is time-demanding for both planning and execution.

• Its designing is task-oriented, and where it is not well constructed, it may

lead to confusion.

• Slow learners may constitute a set-back for their group.

There is therefore a limitation in using simulation method. The use of

simulation requires much effort and care in order to ensure its effectiveness. When

simulation is used constructively it is referred to as constructive simulation.

Constructive simulation involves principles of constructive teaching and

characteristics of simulation. It is one of the constructive- oriented methods that

rests on reflective principles. It can be explained as the process of learning in

which learners imitate real things, abstracts or state of affairs and processes as

closely as possible; and at the same time strive to construct new information out of

their existing experiences. It implies that in learning process both teachers and

learners are to be simulated to think deeply and reflect on their experiences from

which they can generate new knowledge. Constructive simulation therefore

embraces integration of constructive principles, features of simulation and

reflective principles in the learning process.

APPENDIX E

RESEARCH INSTRUMENTS

PRE-TEST

SCHOOL:-------------------------------------------- ------------------------------------------

STUDENT’S NAME:----------------------------------- ------------------------------------

CLASS:-----------------------------------------------------------------------------------------

INSTRUCTION: Answer All Questions. Each Question Carries

2marks.

Supply one word answer or a statement that is appropriate to the following

questions.

1. According to Paul’s teaching, disobeying constituted authority attracts----

2. One word that summarizes the ten commandment is-------

3. which group of people did Paul advise the Thessalonians to keep away

from?--------

4. Paul taught that the only obligation people have towards one another is.-----

5. What is Paul’s personal trade? -----------------------

6. Why did Paul advise the Colossians to do their work with all their hearts

7. What does constituted authority mean?-----------------------------

8. What type of authorities did Paul had in mind when he wrote in their

defense?------------------------------

9. Which way would a Christian submit to the civil authorities?-----------------

10. Why should a Christian obey constituted human institution?--------------------

11. When can a Christian call himself a good Christian citizen?---------------------

12. State one civil responsibility a Christian should perform.--------

13. How can a Christian maintain a clear conscience?------------------------

14. What is the ultimate result of disobedience to constituted authority.-----------

15. why did Paul advise masters to treat their slaves well?--------------

16. Whom did Paul refer to as master when he said that all belong to the same

master?----------------------

17. According to Paul’s teaching to the Romans, state the greatest of the three

(3) Christian virtues.------------------

18. The new law summarized the ten (10) commandments in one sentence as----.

19. There is honour in hardwork’ what does this statement indicate according to

Paul’s teaching to the Thessalonians?---------------

20. How did Paul and his colleagues avoid being an expense to Thessalonian

Christians?------

POST-TEST

SCHOOL:-------------------------------------------- ------------------------------------------

STUDENT’S NAME:----------------------------------- ------------------------------------

CLASS:-----------------------------------------------------------------------------------------

INSTRUCTION: Answer All Questions. Each Question Carries 2marks.

Supply one word answer or a statement that is appropriate to the

following questions.

1. According to St. Paul, ‘all belong to one master Whom did Paul refer to as

master?------

2. A Christian can uphold a clear conscience by-------

3. which group of people did Paul advise the Thessalonians to keep away

from?--------

1. How did Paul and his colleagues avoid being an expense to Thessalonian

Christians?------

2. What is Paul’s personal trade? -----------------------

3. Why did Paul advise the Colossians to do their work with all their hearts

4. What does constituted authority mean?-----------------------------

5. What type of authorities did Paul had in mind when he wrote in their

defense?--------------

6. Which way would a Christian submit to the civil authorities?-----------------

7. Why should a Christian obey constituted human institution?--------------------

8. When can a Christian call himself a good Christian citizen?---------------------

9. State one civil responsibility a Christian should perform.--------

10. How can a Christian maintain a clear conscience?------------------------

11. State the ultimate result of disobedience to constituted authority.-------------

12. why did Paul advise masters to treat their slaves well?--------------

13. Whom did Paul refer to as master when he said that all belong to the same

master?--------

14. According to Paul’s teaching to the Romans, state the greatest of the three

(3) Christian virtues.------------------

15. The new law summarized the ten (10) commandments in one sentence as----.

16. There is honour in hardwork’ what does this statement indicate according to

Paul’s teaching to the Thessalonians?---------------

17. Paul advised the Thessalonians to isolate some group of people because

they were-----

RETENTION TEST

School………………………………………………………………

Name………………………………………………………………..

Class………………………………………………………………….

Instruction: answer all questions

Supply one word or a statement that is appropriate to the following questions:

1. The fulfillment of the Decalogue is

…………………………………………….

2. The class of people whom Paul referred as busy bodies are

………………………..

3. Christians should advice fellow Christians who erred because God hated sin

but not ………………………………

4. Paul and his colleagues had authority to depend on the Thessalonians yet

they ….………..

5. Taking part in voting is one of the ways of demonstrating

…………………………………

6. The ultimate award that awaits those who obey their parents/elders is

…………………….

7. An obligation which a Christian student must owe to his/her fellow student

is …..………

8. Students are advised to obey legal authorities because such authorities is

…………………

9. According to Paul, the cure of gossip is

………………………………………………..

10. ……………………………….. is the greatest of God’s gift to

man/Christians.

11. Christians should be guided by …………………………… to be subject to

constituted authority.

12. Christ demonstrated his love for man by …………………………………

13. Young Christian students are advised to avoid idleness because it

………………………

14. The ultimate reward for good behavior is ……………………………………

15. One of the ten commandment which god attached blessing is ………..……..

16. Paul warned that the lazy Thessalonians should be isolated and …………….

17. A practical example of love was demonstrated by …………………………..

18. …………………………… was St Pauls trade.

19. Christians must love their neighbors’ because ……………………………….

20. Payment of tax is one of the …………………………… responsibilities.

MARKING SCHEME FOR PRE-TEST, POST TEST AND

RETENTION TEST

MARKING SCHEME FOR PRE-TEST

1. God’s punishment/God’s wrath

2. Love

3. Lazy or idle ones

4. Love

5. Tent making

6. To receive reward from God

7. Lawful or approved or legitimate government

8. Lawful or approved or legitimate government

9. By obeying the morally good laws of the land

10. To maintain law and order

11. When a Christian obeys societal rules and carry out obligations

12. Paying tax or participating in census or election.

13. By living a life of good citizen

14. God’s wrath or punishment from God

15. All belongs to the same master ie God

16. God or Jesus Christ

17. Love

18. Love

19. Dignity of labour

20. They worked hard

MARKING SCHEME FOR POST TEST

1. God/Jesus Christ

2. Living good life

3. Lazy ones

4. They worked hard

5. Tent making

6. Receive reward

7. Lawful government

8. Lawful government

9. Obey moral laws

10. Maintain law and order

11. Obey laws of society

12. Paying tax, taking part in election/census

13. Living good life

14. Punishment

15. They are equal before God

16. God

17. Love

18. Love

19. Dignity of labour

20. lazy

MARKING SCHEME FOR RETENTION TEST.

1. Love

2. Lazy people/idle people

3. Sinners

4. Worked hard/labored

5. Civil responsibility/ obedient to legal authority

6. God’s blessing

7. Love

8. Chosen by god

9. Hard work

10. Love

11. Conscience

12. His death on the cross

13. Breeds sin

14. Gods blessing

15. Obedient to parents/elders

16. Denied food

17. Jesus Christ

18. Tent making

19. It is gods command/ god commanded it.

20. Civic responsibility.

APPENDIX F

PROPOSED LESSON PLAN: EXPERIMENTAL GROUP LESSON PLAN

LESSON PLAN FOR 1ST WEEK ENDING 19/4/13

SCHOOL: UNIVERSITY OF NIGERIA NSUKKA

DEPARTMENT: ART EDUCATION

COURSE: EDUCATIONAL TECHNOLOGY

CLASS: JS3

SUBJECT: CHRISTIAN RELIGIOUS STUDIES (CR S)

Topic: Dignity of labour: 2 Thessalonians 3: 6-15; Colossians 3: 23-25

Duration: 3 periods of 40 minutes each.

Period 1:

- Meaning of dignity of labour

- Different types of job or profession

- Biblical references on the dignity of labour

Period 2:

- Circumstances that led to Paul’s teaching on the subject

- Paul’s general trend of treating the subject

- Dangers of laziness or idleness

Period 3:

- Various exercises like singing, illustrations, dramatization on the topic-

dignity of labour

Performance objectives of the lesson: At the end of the lesson, students should

be able to:

1. Explain the term, dignity of labour.

2. Discuss the circumstances that led to the teaching on the topic, dignity of

labour

3. Discuss the general trend of treating the subject

4. Illustrate the right Christian attitude to charity.

5. Discuss the lessons derivable from the topic

6. Give at least 3 reasons why laziness should be condemned.

7. Suggest at least two ways of eliminating laziness/indolence in the society.

8. Dramatize/role-play the activities of some professionals and idle ones.

Instructional strategies: questioning, discussing, demonstration, simulations,

singing, illustrations.

Content

development

Steps Teacher’s

performance

students’

performance

Students

performance

activities

Instructional

materials

- Meaning of

dignity of

labour

Different

types of job

and

profession

- Biblical

references

-Entry behavior

-Set induction

-Definition of

terms

- Resumption

test

- Asks

students to

mention

different types

of job and

profession

-Induces

students to

choose career

-Leads

students to

explain the

- listen and

mention some jobs

and professions

- listen and choose

careers

- explain or define

and make short

notes

- read the specific

verses of the bible

passages

- discuss, ask

questions and

make short notes

- job equipments

- charity

instructional

cards/pictures

- the holy Bible

- Evaluation

- Summary

term dignity of

labour

- Asks

students to

read pecific

verses of the

bible passages

-Show

students some

pictures of

certain

professional

personnel.

- Asks

students the

following

questions

verbally in the

class.

1. what do you

understanding

by the term

dignity of

labour?

2. why should

people work?

in their note books

- observe the

pictures.

- answer questions

verbally in the

class, and note

important points in

their note books.

- finally

summarize the

topic noting

important points

through interactive

questions

Take home

assignment to be

submitted next

class.

-guides

students to

summarise the

topic

- There is

honour and

respect for

honest work

-Gives

assignment

Content development

Periods

Steps Teacher’s

performance

activities

Students

performance

activities

Instruction

al

materials

- Circumstances leading

to the teaching on the

topic dignity of labour

- The general trend of

Paul’s teaching on the

topic

- dangers of laziness

- lessons learn from the

topic

Entry

behaviour

2

3

Asks students to

summarize the

contents of the topic

treated in the

previous class

- guides students to

identify the

circumstances

leading to Paul’s

teaching on the

topic dignity of

labour

- listen and discuss

the contents of the

topic

- listen and identify

the problems that

led to the teaching;

note important

points in their note

book

- listen, discuss the

trend and make

- short note in their

Evaluati-

on

Summary

- guides students to

discuss the general

trend of Paul’s

treatment of the

topic.

- asks students the

following questions

verbally in the class:

1. what problems

made Paul deal with

the topic dignity of

labour?

2. what was the

general trend of

Paul’s treatment of

the topic?

3. state lessons

derivable from the

contents of the

topic.

Guides students to

summarize the

content materials

note books.

- listen and point out

dangers of laziness

- listen and discuss

the lessons they can

learn from the topic;

make short note on

the lessons.

- answer questions

in the class, and

noting important

points in their note

books.

- summarize the

contents noting

important points in

their notebooks.

- summarize the

contents noting

important points in

their note books.

Content Steps Teacher’s performance Students Instructio

development

Periods

activities performance

activities

-nal

materials

- notes important points:

1. the problems involved

in Paul’s teaching on the

second coming of Jesus.

He taught that Jesus

coming was very near

some Thessalonian

Christians misunderstood

him. They stopped work

since the coming of Jesus

was around the corner.

They depended on others

for daily bread, and even

distracted them from

their work. Paul wrote the

Thessalonians when he

got the report, in order to

debase the minds of such

lazy people.

2. generally, Paul said

categorically that those

who do not work should

not eat. People should do

their work honestly

- engage in

interactive

questions and

answers.

without eye-service, as if

they were serving God. He

gave himself as an

example who earned his

living through tent making

whereas he could have

depended on them. The

hard working ones should

advise the lazy ones but if

they refused to take the

advise they should be

boycotted. However, they

should not be treated as

enemies but should be

warned and redirected

with brotherly love.

3. some lessons to learn

from the instruction:

- it is good to earn living

through honest work

- work increases self

respect, self-reliance and

pride of independence

- laziness should not be

encouraged.

Content

development

Periods

Steps Teacher’s performance

activities

Students’

performance

activities

Instructio

nal

materials

Various

exercises or

activities on

the topic,

dignity of

labour

- Songs

- illustrations

- drama or

role-play

Assign-

ment

Entry

behavio

-ur

2

Presenta

-tion of

product

- gives assignment

- asks students to form

groups for production of

drama/play, and songs on

the topic, dignity of labour;

to be presented in the next

class.

- asks students to sing-any

song they have constructed

relating to the topic, dignity

of labour

- presents chart/pictures of

some professionals, and asks

the students to comment on

them.

- asks students to present

what they have produced in

the class.

Monitors students’ activities

and guides them to adjust if

any mistake.

- listen and write

down the

assignment – in

their note books

ready for

production and

presentation in the

next class.

- listen and sing

songs relating to

the topic, dignity

of labour

- observe and make

comments on the

pictures

-illustrate,

demonstrate,

dramatize or role-

play characters.

- adjust to correct

-job

equipment

- pictures

- charts

-

instruction

al cards

Dramatise

personnae

Evaluati

-on

Sum-

mary

-asks students the following

questions verbally in the

class:

1. supply at least three

reasons why laziness should

be condemned among youth.

2. suggest two ways of

eliminating laziness and

indolence among today’s

youth in our society.

- guides students, notes and

writes important points on

the chalkboard.

Reasons why laziness

should be condemned

among youth.

- to avoid being source of

sorrow for the parents

- to avoid being an easy prey

to crime.

- to avoid causing menace to

the government and the

community he/she belongs

- to avoid engaging in

immoral behavior.

- not to destroy ones respect

or independence.

mistakes.

- listen, observe the

presentation and

ready to ask and

answer questions.

- listen, answer

questions and write

down important

points in their note

books

Make suggestions

and note important

points in their note

books

- engage in

interactive

questions; and

answers

Some ways of eliminating

laziness among youth.

- through re-education of

lazy members, encouraging

them to learn a trade,

- do honest job and gain

respect.

- by identifying genuine

cases of need and aiding

them, and exposing and

isolating the lazy ones. The

cunning swindlers should be

exposed and humiliated.

- by rehabilitating and

retraining the handicapped

to encourage and assist them

to lead normal life in line

with their physical being.

Give assignment on the

topic

Copy town the

assignment in their

note books

LESSON PLAN FOR THE 2ND WEEK ENDING 26/4/13

Class: JS 3

Subject: Christian Religious Studies (CRS)

Topic: Civil Responsibility: Romans 13:1-7; 1Peter

2:13-17 cf. mark 12:17

Duration : 3 periods of 40 minutes each.

Period 1: Meaning of civil responsibility

- The need for order in the society

- Respect for constituted authority.

- Lessons derivable from the passages.

Period 2:

- Good citizenship

- Qualities of good citizenship

- Lessons to learn from the study

Period3:

- Activities portraying the following:

i. Orderliness,

ii. Anti-social behaviour and

iii. Qualities of good citizenship

Performance objectives of the lesson:

At the end of the instruction, students should be able to:

1. Define the term, civic responsibility.

2. Discuss the main features of Paul’s teaching on the need for order in the

society.

3. Explain what they understand by the term constituted authority

4. State Paul’s teaching on the right attitude to constituted authority

5. Show how they can apply at least three of the instances of civil responsibility

in their daily living

6. Outline at least four qualities of good citizenship

7. Demonstrate or role-play activities that manifest civic responsibility.

Instructional strategies: questioning, discussing, demonstration, illustrations

and simulation

Content

develop-

ment

Steps

Teacher’s performance

activities

Students’

performance

activities

Instructional

materials Periods

1.meaning

of civic

Responsibil

ity

The need

for order in

society

Respect for

constituted

authority

Lessons

from the

study

1. Entry

behavi-

our

2

3

4

5

Asks students to state their

duties in their homes

Asks students to mention

the rules and regulations

of the school

Refers students to the

content of the school

manual

Ask students to state the

hierarchy of their home,

school, church and

community

Listen and state

their domestic

chores.

Listen and state the

rules and regulations

of the school

Observe the content

Listen and state the

hierarchy as the

teacher demands

Listen and explain

Manual for school

Rules and

regulations

Nigeria

constitution or its

Representation,

charts or

Instructional cards

The Holy Bible

6

7

8

Guides students to explain

the term civic

responsibility

Refers students to

Nigerian constitution or to

its representation

Refer students to specific

verses of the bible

passages on the topic

under study

Guide students to explain

the term constituted

authority

Ask students to discuss

lessons they derive from

the study

Simulate students to ask

questions that lead to

summary of the topic

Notes down important

Observe the content

and read some parts

Read the specific

verses of the

Biblical passages

Listen and discuss

the meaning of

constituted authority

Listen and discuss

lesson they learn

Sum-

mary

points:

The term civic

responsibility means the

duties which a citizen has

to perform in order to

ensure order, peace and

progress in his/her

country.

The term constituted

authority means governing

authority that is approved

There is need for order in

society in order to avoid

problems or confusion.

Orderliness leads to

progress, respect and

honour. Disorderliness

brings punishment from

the governing authority or

wrath of God.

Lessons that can be

Assign-

ment

learned include:

Obedience to rulers,

laws, rules and

regulations of the land

Carrying out all societal

obligations,

Pay taxes, rates, levies

Take part in voting and

being counted in a census.

Desist from rumor

mongering, violent

demonstrations and secret

society

Gives assignment on good

citizenship: 1Peter 2:13-17

Copy the

assignment in their

note books for

study.

Content

develop-

ment

Steps

Teacher’s performance

activities

Students’

performance

activities

Instructio

nal

materials

Periods

2

Good

citizenship

Qualities of

good

citizenship

Lessons

derivable

from the

topic

1 entry

Behaviour

Asks students to state at

least 4 civic

responsibilities a Nigerian

citizen should perform

Asks students to mention

the best behaved student in

the school, and the most

deviant in the school

Refer students to specific

Biblical passages on good

citizenship

Refer students to school

manual, Nigerian

constitution, chart or

instructional cards.

Guide students to discuss

qualities of good

Listen and state the

civic

responsibilities.

Listen and mention

the names of the

students

Read the specific

verses of the

passages, and

listen attentively

Observe, listen and

read the specific

contents.

Listen, discuss

School

Manual,

The Holy

Bible

Nigerian

constitut-

ion/its

repre-

sentation

chart or

Instructio

nal cards.

Dramatise

personae

citizenship

Asks students the

following questions

verbally.

1. What do you understand

by the term good citizen?

2. In what ways can a

Christian demonstrate that

he/she is a good citizen?

qualities of good

citizenship and

write down points

in their note books

Listen, answer

questions verbally

and take down

important points in

their note books

Content

develop-

ment

Steps

Teacher’s performance

activities

Students’

performance

activities

Instructio

nal

materials

Periods

Summary Discusses the questions with

students and notes down

important points on the chalk

board

A good citizen means one

who respects human authority,

honours his ruler, shows

proper respect to the ruler who

have been put there by God;

to praise the righteous and

Listen, discuss with

peers and teacher,

noting down

important points in

their note books.

punish the evil doers.

A Christian can demonstrate

that he is a good citizen by:

doing right thing, living as a

free man and as a servant of

God. A good citizen submits

himself to the authority. He

does not engage in evil deeds.

He honours all men, loves the

brotherhood and fears God

Gives students assignment, to

form groups and produce

drama on the topic, civic

responsibility, to be presented

in the next class

Asks students to outline at

least four of our civic

responsibilities today

Asks students to provide the

drama they have produced to

the class, monitor and guide

them

Engages students in

interactive questions

Copy down the

assignment in their

note books

Listen and state four

of our civic

responsibilities

today

Present the drama,

observe and listen

The Holy

Bible,

improvised

Materials

provide by

students for

drama

Asks the following question

verbally? By which ways can

Christian youths help to

maintain law and order in

society?

Note down important point

which are generated from

students by answering the

questions. Hence, the

summary: ways by which

Christian youths can maintain

and order in society include:

Personal discipline, obedience

and reliability: mobilization of

youth organizations for

inculcating good Christian

ethics and good citizenship

qualities.

Participation in affairs of state

through exercising civic rights

of voting a well behaved

person into the corridors of

power.

Listen, interact with

the teacher and

peers through

questions and

answers, and note

important points in

their note books.

Answer the

questions verbally,

listen and note

important points in

their note books

Answer the

questions verbally,

listen and note

important points in

their note books.

Due respect and honour to be

accorded to the authority by

payment of approved taxes

and levies.

By living productive and

active lives

Maintain rapport with other

religious sects through

dialogue

Give assignment on the next

topic

Copy down the

assignment in their

note book.

LESSON PLAN FOR THE 3RD WEEK ENDING 3/5/13

Class: JS3

Subject: Christian Religious Studies

Topic: love’ 1Cor 13:1-13, Rom 13: 8 – 10 cf I John 3: 17-18; 4:7-8

Duration: 3 Periods of 40 minutes each

Period 1: Types of LOVE

- Demonstration of God’s love for human being

- Man’s response to God’s love

Period 2: Qualities of love

Ways to demonstrate love to one another

Period 3: Activities that show love

Performance objective of the lesson: At the end of the lesson, students should be

able to;

1. Outline different types of love

2. Explain various types of love

3. State the qualities of love

4. Discuss ways of expressing love

5. Express love through dramatization.

Instructional strategies: asking questions, discussing, illustration,

demonstration, songs, simulation and dramatization:

Instructional materials: the holy Bible, gift items, instructional cards or chart

containing the ten commandments, school manual, Nigerian constitution or its

representation and dramatize personal.

Content

develop

ment

Periods

Steps Teacher’s performance

activities

Students

performance

activities

Instructio

nal

materials

Types of

love

Demonstr

ation of

God’s

love for

man.

Man’s

response

to God’s

love

Entry

behaviour

Types of

love

Explanation

of types of

love

-Asks students to sing a

song that reflect love.

- Guides students to

outline various types of

love, and write them down

on the chalk board hence,

- Filial, agape and erotic

love

- Guides students to

explain the types of love;

and write down relevant

points on the chalk board.

Hence

- Filial love refers to the

- Listen and sing

a song.

-Listen, outline

the types of love,

and note them

down in their

note books

-Explain the

various types of

love, listen and

note relevant

points in their not

book

The holy

Bible,

Gift items,

instruction

al cards or

chart,

dramatise

personae’s

school

manual or

Nigerian

constitut-

ion or its

representa

tion

Evaluation

Assignment

type of love parents have

for their children.

- Agape is unconditional

love which God has for

mankind

- Erotic love refers to love

that show desire for sex

- Asks students to

demonstrate how God

showed his love for

mankind.

- Refers students to the

specific verses of the

Bible passages

- Ask students to give

three examples of how

parents show love to their

children.

- engage students in

interactive questions, and

ask them the following

questions verbally;

- Explain the three types

of love?

- Demonst-

rate and

observe

-Read out the

Bible and listen

-Listen and state

the examples.

-Ask questions

answer questions,

and write down

important points

in their note

books.

- Listen and copy

the assignment in

their note books

- List,

Qualities

of love

- example

of ways

of

demonstr

ating love

Entry

behaviour

Evaluation

- How did God show his

love for mankind?

- State how man can

respond to God’s love

- Asks students to study

the qualities of love, and

find out ways of

demonstrating love to one

another.

- Asks students to

demonstrate how God

manifested his love

- Guides students to state

the qualities of love.

-Refers students to

specific verses of the

Bible passages.

- Asks students to

compare the qualities of

love they have stated with

the ones in the Bible

demonstrate and

observe.

- State the

qualities of love,

listen and write

the qualities in

their note books

- Listen, read out

the Bible

passages.

- Listen compare

what they have

written down and

those in the Bible

- Study the ten

commandments

and read them

out.

- Compare the

commandments

and the school

manual/Nigerian

Summary

Assignment

-Refers students to the

content of the ten

commandments

- Refers students to school

manual or Nigerian

constitution

- engages students in

interactive questions.

- Asks students the

following questions

verbally.

- How did Jesus Christ

summarize the ten

commandments?

- How did Christ show his

love for man and?

- The ten commandments

are summarized thus; love

of God and love of fellow

human being

- Christ showed his love

constitution.

-Ask questions,

answer questions

listen and note

down important

points in their

note books.

- Answer

questions

verbally, listen

and note the

answers in their

note book.

- Copy the

assignment in

their note books

for mankind by his death

on the cross.

- Asks students to form

groups and construct

drama on:

- Love of parents to their

children or expression of

love to an accident victim.

- Bring gifts for use to

demonstrate love for one

another; to be presented in

the next class.

Content

development

Periods

Steps Teacher’s performance

activities

Students

performance

activities

Instructio

nal

materials

Presentation

of students’

production or

drama

Entry

behavio

-ur

Presenta

tion

- Asks students to mention

the type of love which

parents have for their

children.

-Guides students to

identify in the Bible where

people showed love to

their fellow human beings

-Asks students to present

-Listen and

mention the types

of love

-Listen, identify

the people in the

bible and write

them down in

their note books.

The holy

Bible, gift

items,

dramatise

personae

Interacti

ve

quest-

ions

evaluati

on

their production before the

class

Monitors and guides them

-Induces students to ask

and answer questions

-Ask students to use the

following questions to

make their own note at

home.

List down different types

of love?

Explain the types of love

What are the qualities of

love?

How did Jesus Christ

summarize the ten

commandments/Decalo-

gue?

-Listen, present

their drama,

observe and

adjust.

-Ask questions

answer question

listen and note

important points

in their note

books.

-Copy down the

questions in their

note books for

preparation of

note at home.

PROPOSED LESSON PLAN

CONTROL GROUP

LESS PLAN FOR THE IST WEEK ENDING 19/4/13

SCHOOL: UNIVERSITY OF NIGERIA NSUKKA

DEPARTMENT ART EDUCATION

COURSE: EDUCATION TECHNOLOGY

CLASS: JS3

SUBJECT: CHRISTIAN RELIGIOUS STUDIES (CRS)

Topic: Dignity of labour 21 Thessalonians 3:6-15; Colosians 3, 23-25

Duration: 3 Periods of 40 minutes each

Period 1: - Meaning of dignity of labour

- Different types of job

- Biblical references on the dignity of labour

Periods 2: circumstances that led to Paul’s teaching on the subject

- The general trend of treating the subject

- Danger of laziness

Period 3: Summary of the whole passages on the dignity of labour

Performance objectives:

At the end of the lesson, students should be able to:

1. Explain the term, dignity of labour

2. Discuss the circumstances that led to the teaching on the topic, dignity of

labour

3. Discuss the general trend of treating the subject

4. Illustrate the right Christian attitude to charity.

5. Discuss the lessons derivable from the topic

6. Give at least 3 reasons why laziness should be condemned

7. Suggest at least two ways of eliminating laziness in the society

8. Summarize Paul’s teaching on the topic

Instructional strategies: questioning, reading, lecturing and recitation.

Content

development

Steps

Teacher performance

activities

Students

performance

activities

Instruction

al

materials Period

Meaning of

dignity of

labour.

Types of job

Biblical

references

Entry

behaviour

2

3

Evaluation

assignment

Resumption test

Asks students the meaning

of dignity of labour

Asks students to read

specific verses of the Bible

passages on the topic

Asks students the

following question

What career would you

like to take after your

secondary school?

Memorize the passages

when you go home

Write the test

Listen and

answer the

question

Listen and read

the passages

Listen and

choose career

Copy down the

assignment in

their note

books.

Chalk

board and

the holy

Bible

Content

development

Steps

Teacher performance

activities

Students

performance

activities

Instructio

nal

materials Period

Circumstances

leading to the

teaching on the

topic, dignity

of labour

The general

trend of Paul’s

teaching on the

topic

Dangers of

laziness lesson

from the topic

Entry

behaviour

2

3

4

Evolution

Asks students if they

have done the

assignment given to

them

Write down the topic on

the chalk board

Asks students to recite

the passages in roles

Makes some comments

on the passages of the

Bible.

Asks students the

following question

verbally.

1. What do you

understand by the

term, dignity of

labour?

2. Under what

Listen and

answer the

question

Copy down the

topic in their

note books

Listen and

recite the

passages.

Listen and

copy down

copy down

important

points in their

notebooks

Listen, answer

question

verbally

Assignment

circumstances did

Paul deliver his

teaching on the topic?

3. What lessons can you

learn from Paul’s

teaching?

Asks students to make

rote on the topic

Listen and

answer the

question

Copy down the

assignment in

their note

books

Content

development

Steps

Teacher’s performance

activities

Students

performance

activities

Instructio

nal

materials Period

Summary Entry

behaviour

Ask students whether

they have made their

note on the topic, dignity

of labour.

Calls out some students

to read out their notes

loudly in the classroom,

Asks students to take

turns in summarizing

specific verses of the

passages on the topic

Makes some comments

Listen and

reply to the

teacher

Listen, come

out and read

their notes on

the topic,

dignity of

labour before

the class

Listen and

summarize the

passage

Chalk,

chalk

board and

the Holy

Bible

on the summary

Asks students the

following questions

verbally

1. What did St Paul

say about

indolence?

2. How did Paul treat

the topic dignity

of labour?

Listen and

write down

important

points in their

notebooks

Listen and

answer

questions

verbally.

LESSON PLAN FOR THE SECOND WEEK ENDING 26/4/13.

Class: JS3.

Subject: Christian Religious Studies.

Topic: Civic Responsibility. Roman 13:1-17; 1Peter 2:13-17 cf. Mark 12:17.

Duration: 3 periods of 40 minutes each.

Period 1: - Meaning of civic responsibility.

- The need for order in the society.

- Respect for constituted authority.

- Lessons derivable from the passages.

Period 2: - Good citizenship

- Qualities of good citizenship

- Lessons to learn from the study

Period 3: - summary of the whole passages learned

Performance objective of the lesson:

By the end of the lesson, students should be able to:

1. Define the term, civic responsibility.

2. Summarise Paul’s teaching on the topic, civic responsibility.

3. State the lessons they learn from the topic civic responsibility.

4. Narrate Peter’s teaching on the topic civic responsibility.

5. Summarize Peter’s teaching on good citizenship.

Instructional strategies:

Reading, lecturing, recitation, story-telling, summarizing, questioning and

memorizing.

Instructional materials: the Holy bible, chalk and chalk board.

Content

development

Steps

Teacher’s

performance activities

Students’

performance

activities

Instructio

nal

materials Period

1

-Meaning of

civic

responsibility

-The need for

order in the

society,

-Respect for

constituted

authority,

-Lessons learn

from the topic.

1

Entry

behaviour:

2

3

4

5

Tells students the topic

they have and writes it

on the chalk board.

Explains the term, civic

responsibility and tells

students to copy the

meaning down in their

notes

Asks students to read the

Bible passages on civic

responsibility according

to Paul’s teaching

Asks students to

summarize the passages

Makes some comments

on the passages

Listen and

write down the

topic in their

note books

Listen and

copy down the

meaning of

civic

responsibility

Listen and

read the

passages

Summarize the

passages

Listen and take

down notes

The Holy

Bible

Evaluation

Assignment

Asks students the

following question

verbally

What lessons have you

learned from the passage

Asks students to make

their notes and memorize

the passages

Listen and

answer the

question

Listen and

copy the

assignment

Content

development

Steps

Teacher’s performance

activities

Students’

performance

activities

Instructio

nal

materials Periods

2 Good

citizenship

Qualities of

good citizenship

Lessons to be

learned from

the topic

1 Entry

behaviour

2

3

4 Evaluation

1 Entry

behaviour

Asks students to give

summary of Paul’s

teaching on the need for

order in the society

Tells students to read the

Bible passages on Peter’s

teaching on good

citizenship

Summarizes the passages

Gives students some verses

to memorize at home

Asks students to make note

on the following

1. Qualities of good

citizenship

2. Lessons they learn

Asks students to show

their notes

Asks students to

Listen and give

the summary on

the need for

order in the

society.

Listen and read

the passages

Listen and write

down the

summary

Listen and copy

down the

assignment in

their note books

The Holy

Bible

2

3

summarize all they learned

about civic responsibility

Makes some comment as

students summarize the

passages

Present their

note books

Listen and

summarize the

passages

Listen and note

the comments.

LESSON PLAN FOR THE 3RD WEEK ENDING 3/5/13.

Class: JS3.

Subject: Christian Religious Studies.

Topic: love: I Corinthians 13:1-13; Romans 13:8-10 cf. 1 John 3:17-18, 4:7-8.

Duration: 3 periods of 40 minutes each.

Period 1: - Types of love.

- Demonstration of God’s love for human beings.

- Man’s response to God’s love.

Period 2: - Qualities of love.

- Ways to demonstrate love to one another.

Period 3: Summary.

Performance objective of the lesson:

By the end of the lesson, students should be able to:

1. State different types of love.

2. Describe the qualities of love.

3. Summarize the passages.

Instructional strategies: Reading, lecturing, questioning and memorizing.

Instructional materials: the Holy Bible, chalk and chalk board.

Content

development

Steps

Teachers’ performance

activities

Students’

performance

activities

Instructional

materials

Periods

1 Types

of love

God’s love for

human being

Man’s response

to God’s love

1 Entry

behaviour

2

3

4

Evaluation

Assignment

Introduces the topic and

writes it on the chalk board

Asks students to read the

specific verses of the

passages

Summarises the passage

Asks students the

following questions

verbally

1. mention different

types of love

2 how did God show his

love for mankind?

3 show how man can

respond to God’s love

Gives students the

following assignment:

1. Make your note on the

topic, love.

Listen and writes

down the topic in

their note books

Read the passages

Listen and write

down important

points in their

notebooks

Answer questions

verbally, listen

and write the

points in their

notebooks.

Copy down the

assignment in

their notebooks.

Listen and copy

down the topic in

their notebooks.

Chalk board

and the Holy

bible

2 Qualities

of love

Demonstration

of love to one

another

3 summary

1 Entry

behaviour

2

3

4

Evaluation

1 Entry

behaviour

2

3

Introduces the topic

Asks students to read the

content material of the

topic in their Bible.

Asks students to

summarize the content

Makes some comment on

the content of the Bible

Asks students to state the

qualities of love

Asks students to mention

the topics they have

learned from the theme,

love

Asks students to

summarize the whole

passage

Make some comment on

students’ summary

Listen and read

the Bible

passages.

-Summarize the

content they have

read.

Listen and copy

down the points

in their notebooks

Listen, answer

questions verbally

and write down

important points

in their notebooks

Listen and

mention the topics

Listen summarize

the passages

Listen and write

down the points.

APPENDIX G

Department of Art Education,

Faculty of Education,

University of Nigeria, Nsukka,

4th April, 2011.

Prof/Dr/Sir/Madam,

Validation of Research Instrument

I am a post graduate of the above addressed school studying Educational

Technology. I am carrying out a quasi-experimental research on teachers’ use of

constructive simulation on students’ achievement and retention in Christian

Religious Studies Curriculum. I wish to appeal to you to vet and validate the items

of this draft on reflective based principles on the use of constructive simulation

instructional model. and respond to the statements which form the training

manual for teachers. You are expected to write ‘S’ against each item if it is

satisfactory and ‘U’ if an item is unsatisfactory.

Thank you for cooperation.

Yours faithfully,

Okeke Catherine.

Department of Art Education,

Faculty of Education,

University of Nigeria, Nsukka,

Enugu State,

4th April, 2011.

Sir/Madam/Dr/Prof.

Validation of Research Instrument

I am a Post graduate student of the department of Art Education, Faculty of

Education, University of Nigeria, Nsukka. I am carrying out an experimental

research on effect of teachers’ use of Constructive Simulation on students’

achievement and retention in Christian Religious Studies Curriculum for Junior

Secondary Schools in Awka South Local Government Area. I wish to appeal to you

to examine the list of items of the instrument and assess whether they are clearly

worded, comprehensive and applicable to the investigation.

Yours Faithfully,

Okeke, Catherine (Mrs)

Table of specification on 20 test items used for the trial testing

Items of

The unit

No. of

periods

Low

objectives

High

objectives

Total

1 Dignity of labour 3 3 4 7

2 Civic responsibilities 3 3 4 7

3. Love 3 3 3 6

Total 9 9 (45%) 11(55%) 20(100%)

APPENDIX H

RELIABILITY OF THE INSTRUMENT USING KUDDER

RICHARDSON R21 FORMULA

RELIABILITY OF THE INSTRUMENT USING PEARSON PRODUCT

MOVEMENT FORMULA

APPENDIX I

Distribution of subjects according to schools and teaching methods

(treatment/ non treatment)

Name of School Experimental

Group (CS)

Treatment

Name of School Control Group ( Non

treatment)

1.Community

Secondary School

Aghasili

2. Community

Secondary

School Okpuno

40

44

1.Community

Secondary School

Ikwojiaku

2.Community

Secondary School

Isiagu

47

43

APPENDIX J

COMPUTATION OF DATA For STUDENTS’ ACHIEVEMENT AND

RETETION TESTS IN CRS

RAW SCORES FOR CONTROL GROUP (ACHIEVEMENT TEST).

S/N PRE-TEST POST TEST RETENTION

1 5 20 25

2 10 15 15

3 20 35 40

4 5 10 10

5 5 10 20

6 15 10 10

7 20 10 10

8 15 30 35

9 20 10 10

10 15 15 10

11 20 5 10

12 20 10 10

13 15 5 10

14 15 15 10

15 15 10 10

16 10 5 15

17 5 5 10

18 15 15 15

19 35 5 15

20 - 10 10

21 20 10 10

22 15 15 10

23 5 15 10

24 15 55 50

25 10 15 20

26 25 5 10

27 5 10 -

28 10 5 10

29 5 15 15

30 10 15 15

31 20 10 20

32 20 10 10

33 10 10 10

34 15 10 15

35 20 60 10

36 20 65 65

37 20 30 40

38 30 40 40

39 10 10 20

40 15 10 10

41 5 10 10

42 10 10 10

43 10 10 10

44 40 10 10

45 10 5 5

46 15 10

47 5 15 15

48 5 15 15

49 10 5 10

50 - 15 15

51 10 20 20

52 5 45 50

53 15 20 25

54 5 20 20

55 15 20 20

56 15 35 30

57 10 20 20

58 25 20 20

59 15 60 65

60 15 - 25

61 5 65 65

62 - 15 15

63 5 10 10

64 - 10 10

65 10 5 10

66 10 15 20

67 10 15 15

68 - 15 15

69 - 10 10

70 5 15 15

71 5 55 65

72 5 45 45

73 10 15 15

74 5 10 10

75 - 45 65

76 15 5 10

77 15 10 15

78 5 25 4

79 5 10 20

80 10 20 30

81 5 5 10

82 10 25 25

83 15 25 20

84 10 15 20

85 10 25 35

86 30 25 30

87 5 10 -

88 15 5 15

89 - 20 25

90 15 45 50

STUDENTS’ ACHIEVENMENT TEST IN CRS

EXPERIMENTAL GROUP

S/N PRE-TEST POST TEST RETENTION

1 15 70 75

2 - 75 75

3 15 90 90

4 15 90 90

5 5 80 85

6 5 75 70

7 15 70 70

8 10 80 80

9 10 65 70

10 20 75 70

11 20 80 80

12 10 65 60

13 20 80 80

14 35 70 70

15 10 85 80

16 5 60 80

17 20 80 70

18 15 65 70

19 10 75 80

20 10 85 85

21 10 65 70

22 10 75 70

23 10 65 70

24 25 70 70

25 25 75 80

26 15 65 65

27 25 70 70

28 35 75 80

29 35 75 65

30 25 70 70

31 25 75 80

32 25 90 80

33 25 80 75

34 30 80 75

35 35 75 75

36 20 80 80

37 15 75 70

38 30 95 95

39 25 90 90

40 25 95 95

41 30 90 90

42 20 70 80

43 30 90 90

44 35 85 75

45 5 65 75

46 - 70 75

47 20 80 70

48 20 80 80

49 20 80 80

50 20 80 80

51 25 85 80

52 30 80 90

53 25 70 80

54 35 80 80

55 25 85 85

56 35 85 90

57 15 75 80

58 20 75 75

59 35 80 80

60 30 70 75

61 20 75 85

62 25 85 80

63 - 80 75

64 10 65 65

65 15 79 -

66 25 90 90

67 20 85 85

68 10 65 65

69 10 60 -

70 15 70 -

71 25 90 95

72 20 - 70

73 35 85 90

74 30 80 -

75 20 80 85

76 10 70 70

77 15 85 80

78 10 80 80

79 10 70 75

80 - 85 89

81 15 80 80

82 - 80 80

83 15 80 75

84 - 80 85

RAW ACHIEVEMENT SCORES OF MALE AND FEMALE STUDENTS

TAUGHT WITH CONSTRUCTIVE SIMULATION (BASED ON

TREATMENT GENDER)

Male No. 30 Female No.

54

Female

S/N Pres-

test

Post

test

Retention S/N Pre-

test

Post

test

Retention S/N ̀ Pre-

test

Post

test

Retention

1 15 70 75 001 5 75 90 039 10 70 -

2 25 90 90 002 15 70 70 040 10 70 90

3 25 90 90 003 25 65 75 041 35 75 80

4 30 80 70 004 15 70 75 042 10 70 70

5 25 80 80 005 10 60 - 043 20 75 80

6 10 85 65 006 25 90 90 044 20 - 70

7 25 85 80 007 10 65 80 045 25 70 70

8 10 85 - 008 10 65 75 046 30 75 75

9 10 90 75 009 25 95 95 047 15 80 80

10 20 80 80 010 20 60 - 048 25 85 80

11 30 85 85 011 10 60 - 049 20 80 80

12 20 85 85 012 20 80 85 050 15 70 -

13 20 80 80 013 20 75 80 051 20 75 80

14 - 95 75 014 25 75 80 052 20 75 80

15 30 80 - 015 35 70 75 053 10 75 80

054 5 80 85

16 25 90 70 016 10 70 75

17 10 85 70 017 20 85 90

18 10 80 75 018 15 75 80

19 20 80 75 019 15 70 -

20 35 85 80 020 20 70 75

21 5 80 60 021 5 75 80

22 15 90 80 022 25 80 80

23 30 95 95 023 30 90 90

24 10 90 70 024 25 85 90

25 10 80 75 025 35 80 80

26 20 90 80 026 20 75 75

27 30 80 70 027 - 70 75

28 25 85 85 028 20 75 75

29 30 80 70 029 30 80 75

30 35 95 90 030 10 75 80

031 20 70 80

032 20 70 75

033 - 80 80

034 25 70 70

035 30 70 75

036 15 65 70

037 15 70 90

038 15 70 75