Abstract:
This study investigated the effects of EPODEWALAD and POWER Simulation Games on Students Achievement and Interest in some Environmental Education Concepts in Geography. The research design adopted for the study is a quasi-experimental, non-equivalent control group design. A total of 492 students of SS 2 classes from four randomly sampled schools in their intact classes were randomly assigned into treatment groups, two experimental and one control groups. All the groups were pre-tested using the researcher developed instruments namely: the Environmental Problems Achievement Test (EPAT) and the Environmental Problem Interest Inventory (EPII). The result from the trial test was used to estimate the internal consistency of 0.92 and 0.79 for EPAT AND EPII respectively. Therefore, the subjects were subjected to various treatment groups (Experiment I, Experiment 2 and Control). This involved five contact periods made up of forty-five (45) minutes each covering the units of study: Erosion, Pollution, Deforestation, Waste Disposal and Land Degration (EPODEWALAD). The experiment groups El, and E2 were taught using EPODEWALAD and POWER Simulation methods respectively, while the Control group C was taught using the lecture method. At the end of the treatment, subjects were post-tested using the same instruments and data were collected and analyzed. Research questions were answered using means and standard deviations while the research hypothesis were tested using Analysis of Covariance (ANCOVA). A multiple classification Analysis (M.C.A) and scheffe test were also used in testing the hypothesis. Major Findings of the study include: Teaching method has significant effect on student's achievement and showed a significant difference on the mean scores of students. EPODEWALAD Simulation method was considered to be the most effective teaching strategy, followed by POWER Simulation and lastly the Lecture method. Upper ability students made greater academic achievement gains in the EPODEWALAD, POWER and Lecture classes when compared to their lower ability counterparts, Male students performed better academically in the EPODEWALAD, POWER Simulation and Lecture classes as measured by their mean scores. Significant differences existed in the mean achievement scores of students of different ability level (High and Low) and of male and female students. Significant interaction effect existed between teaching methods and achievement, ability and gender respectively. The results of this study have far reaching implications for geography teachers and environmentalists. Students achievement and interest could be improved upon though the use of EPODEWALAD and POWER Simulation teaching method. It was therefore recommended that through seminars, workshops and conferences, geography teachers already in the field should be encouraged to adopt EPODEWALAD Simulation strategy in teaching The strategy should also be incorporated in the curricular for teacher training institutions. The educational implications of the result, limitations and suggestions for further studies were also identified.
