Teaching and learning with computer simulation in secondary schools in Nigeria: A systematic review

This systematic review examined 41 studies on teaching and learning with computer simulation in secondary schools in Nigeria across STEM subjects between 2020 and 2025. The study analyzed trends in research output, subject distribution, research designs, sample sizes, instruments, analytical methods and geopolitical distribution of studies in the field. Findings revealed a fluctuation in publications with the highest research activity recorded in 2025. Chemistry, Biology and Mathematics accounted for most of the studies. Quasi experimental pretest-posttest control group designs dominated the methodological approaches. Achievement tests were the most frequently used instruments, ANCOVA was the most used inferential analytical statistic. South-West zone recorded the highest number of publications in this review. Across the studies, computer simulation consistently improved academic achievement, conceptual understanding, retention, interest and positively affects the attitude of students. There seems to be limited studies in senior secondary schools on the use of computer simulation in technology-based subject like computer science and in the North-East and North-West geopolitical zones. Furthermore, studies conducted on teaching and learning with computer simulation were mostly experimental. This review recommends further research on the instructional effectiveness of computer simulations in computer science and underserved regions, and encourages educators, curriculum planners, and policymakers to adopt simulations for teaching complex, abstract, or hazardous concepts where real-life experimentation is difficult or impractical.