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Abstract

Persistent underachievement in mathematics, particularly in foundational concepts such as fractions, remains a critical challenge in many African educational systems, including Nigeria. Despite numerous interventions, existing instructional approaches often fail to adequately address pupils’ conceptual understanding, highlighting the need for innovative pedagogical strategies. This study introduces simulation-based instruction as a novel approach to enhance pupils’ comprehension of fractions at the primary school level. The research aimed to examine the effect of simulation-based instruction on pupils’ achievement in fractions in Ogun State, Nigeria. A mixed-methods design was adopted, involving 102 pupils from two intact classes in schools administered by the State Universal Basic Education Board, Abeokuta South. Quantitative data were collected using a Fraction Achievement Test (reliability coefficient = 0.72), while qualitative insights were obtained from a Students’ Perception Interview Guide on Simulation. Both experimental and control groups completed pretests and posttests, with analysis conducted using ANCOVA. Results indicated a statistically significant improvement in the experimental group (Mean = 16.1, SD = 3.69) compared to the control group (Mean = 10.6, SD = 2.50), F(1, 99) = 50.70, p < .05, with 51% of variance explained by the treatment effect. The findings demonstrate that simulation-based instruction substantially enhances pupils’ achievement in fractions, suggesting its potential for broader implementation in mathematics education to bridge persistent learning gaps and promote equitable academic attainment.

Keywords

Fractions Intervention Learning Gaps Mastery Simulation-Based Instructions

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Odekeye, O. T., & Jita, T. (2025). Bridging learning gaps: Testing the efficacy of simulation-based instruction on the mastery of fractions. Journal on Mathematics Education, 16(3), 1077–1092. https://doi.org/10.22342/jme.v16i3.pp1077-1092
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