Beyond the Lecture: A Mixed‐Method Comparison of Computer-Based Simulation and Six Thinking Hats’ Strategies in Nigerian Basic Science Education<b></b>

Abstract

Despite substantial evidence on Computer-Based Simulation Strategy (CBSS) and Six Thinking Hats Strategy (STHS) individually, no empirical study has directly compared their effects within the Nigerian Basic Science context. This study examined the comparative effects of both strategies on students' achievement, whether outcomes varied by school location (rural vs. urban), and students' perceptions underlying their engagement. Using a sequential explanatory mixed-methods design and multistage sampling, 157 Upper Basic Eight students were assigned to four groups: CBSS-Rural (n=36), CBSS-Urban (n=42), STHS-Rural (n=39), and STHS-Urban (n=40). Data were collected via the Basic Science Achievement Test and semi-structured interviews, analysed using ANCOVA and thematic analysis respectively. No significant difference was found between CBSS and STHS in academic achievement (F(1,148)=2.647, p=.106), and school location yielded no significant effect, suggesting both strategies perform equitably across rural and urban settings. Qualitative themes revealed positive emotional engagement, enhanced conceptual understanding, and improved retention across both strategies, alongside distraction risks in CBSS and cognitive load in STHS. These findings indicate that CBSS and STHS are comparably effective, learner-centred strategies yielding equivalent pretest-to-posttest gains, with promising implications for narrowing the rural–urban achievement gap in Nigerian Basic Science education when supported by adequate scaffolding and teacher preparation.