EFFECT OF SIMULATION AND COLLABORATION TEACHING STRATEGIES ON STUDENTS’ SELF-EFFICACY, ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS EDUCATION
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EFFECT OF SIMULATION AND COLLABORATION TEACHING STRATEGIES ON STUDENTS’ SELF-EFFICACY, ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS EDUCATION
Abstract
This study investigates the effect of simulation and collaboration teaching strategies on students’ self-efficacy, academic achievement, and retention in Economics education. The traditional teacher-centered method has been widely criticized for its limited capacity to stimulate active participation and deeper understanding among learners. To address this gap, the study adopts simulation and collaborative learning as learner-centered strategies designed to enhance students’ cognitive, affective, and social outcomes. A quasi-experimental research design involving intact classes was employed, with participants randomly assigned to experimental and control groups. Data were collected using achievement tests, self-efficacy scales, and retention assessments. The findings reveal that students exposed to simulation and collaboration strategies demonstrated significantly higher levels of academic achievement, improved self-efficacy beliefs, and better retention of Economics concepts compared to those taught with conventional lecture methods. The results further highlight that collaborative learning fostered teamwork, peer interaction, and critical thinking, while simulation provided practical, real-life scenarios that enhanced problem-solving skills. The study concludes that integrating simulation and collaboration into Economics education promotes meaningful learning outcomes. It is therefore recommended that Economics teachers adopt these innovative teaching strategies to improve students’ confidence, performance, and long-term mastery of subject matter.
Table of Contents
Chapter One: Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Objectives
1.5 Research Questions
1.6 Research Hypotheses
1.7 Significance of the Study
1.8 Scope of the Study
1.9 Operational Definition of Terms
Chapter Two: Review of Related Literature
2.1 Conceptual Framework
2.1.1 Concept of Simulation Teaching Strategy
2.1.2 Concept of Collaboration Teaching Strategy
2.1.3 Concept of Self-Efficacy
2.1.4 Academic Achievement in Economics Education
2.1.5 Retention of Learning
2.2 Theoretical Framework
2.2.1 Bandura’s Social Cognitive Theory
2.2.2 Constructivist Learning Theory
2.2.3 Collaborative Learning Theory
2.3 Empirical Review
2.3.1 Studies on Simulation and Academic Achievement
2.3.2 Studies on Collaboration and Self-Efficacy
2.3.3 Studies on Teaching Strategies and Retention
2.4 Summary of Review and Identified Gaps
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Research Instruments
3.5 Validity of the Instruments
3.6 Reliability of the Instruments
3.7 Method of Data Collection
3.8 Procedure for Data Analysis
3.9 Ethical Considerations
Chapter Four: Data Presentation, Analysis and Discussion of Results
4.1 Presentation of Data According to Research Questions
4.2 Test of Hypotheses
4.3 Summary of Major Findings
4.4 Discussion of Findings
Chapter Five: Summary, Conclusion and Recommendations
5.1 Summary of the Study
5.2 Conclusion
5.3 Recommendations
5.4 Implications of the Study for Policy, Practice and Theory
5.5 Suggestions for Further Studies
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