Main Article Content
This study investigated the effect of teachers’ use of constructive simulation on students’ performance in Islamic studies in secondary schools, in Punjab. The study also considered the influence of gender on students’ performance and teacher effectiveness. The achievement and performance ability of students taught with constructive simulation were compared with that of students taught with conventional lecture method. The study was guided by two research questions. A quasi-experimental design, specifically, pretest post-test control group design involving four intact classes were employed. The sample comprised of 200 secondary school students of 20 secondary schools run by government of the Punjab. 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 Islamic Studies was developed, validated and used for data collection. The instrument was trial-tested on a sample of 15 secondary school 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 results of the study revealed the students taught with constructive simulation performed better than those taught with conventional lecture method.. It implies from the findings of the study that there is need for secondary school teachers to adopt the use of constructive simulation in teaching as it proved more effective in improving students’ achievement and teacher effectiveness in Islamic Studies. It is recommended that government bodies, stakeholders in education, Punjab school education department 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.