Impact of Inquiry-based Simulation on Conceptual Understanding and Interest in STEM Subjects among Secondary Students, Funtua, Katsina State, Nigeria

Abstract

This study examined the impact of inquiry-based simulation on conceptual understanding and interest in STEM subjects among senior secondary students in Funtua Zone, Katsina State, Nigeria. A quasi experimental pretest-posttest control group design was employed, involving 248 senior secondary II students from four co-educational schools. The experimental group (n=124) was taught using inquiry based simulation, while the control group (n=124) received traditional lecture-demonstration instruction. Three instruments—the Conceptual Understanding Test in STEM (CUTS) and the STEM Interest Inventory (SII) were validated by experts and achieved reliability coefficients of 0.84 and 0.89 respectively using Cronbach's Alpha. Data were analyzed using mean, standard deviation, and Analysis of Covariance. Findings revealed a significant main effect of treatment on conceptual understanding (F(1,245) = 18.42, p < 0.05) and interest (F(1,245) = 21.37, p < 0.05) in favor of the experimental group. No significant gender differences were found in either conceptual understanding or interest among students exposed to inquiry-based simulation. The study concluded that inquiry based simulation enhances both conceptual understanding and interest in STEM subjects. Recommendations include integrating inquiry-based simulations into STEM instruction and providing professional development for teachers in simulation-based pedagogy.