Evaluating the Effectiveness of Adaptive Simulations on Science Education Outcomes in Secondary Schools: A Case Study of Secondary Schools in Ogun State, Nigeria

Abstract

This study examines the impact of adaptive simulations on student learning outcomes, engagement, and satisfaction in secondary schools in Ijebu, Ogun State, Nigeria. Utilizing a mixed-method research design grounded in the positivist paradigm, the study employed a quasi-experimental, pre-test-post-test approach and survey instruments to evaluate differences between traditional and simulation-based teaching in Chemistry and Physics. The results revealed that students taught using simulations achieved significantly higher pass rates—71% in Chemistry compared to 63% with traditional methods resulting in 8% increase in pass rates, and 71% in Physics compared to 51% resulting in 22% increase in pass rate—demonstrating substantial improvements in conceptual understanding and academic performance. Additionally, strong positive correlations were found between simulation adoption and both teacher perceptions (r = 0.763) and student engagement and motivation (r = 0.779), highlighting the importance of educator support and learner-centered environments. The study emphasizes the effectiveness of simulations, particularly in abstract STEM subjects, and underscores their potential to address educational challenges in Nigeria such as overcrowded classrooms and limited resources. Findings provide practical implications for policymakers and educators, advocating for the integration of adaptive simulations into national curricula to enhance equity, quality, and innovation in science education across diverse learning contexts.