The effects of using simulated role play in teaching history to secondary students in Bhutan

Abstract

This paper presents mixed method case study of investigating the learning achievement of grade 9 Bhutanese students and to check the opinions of students towards simulated role play technique in teaching and learning history. Out of six sections (180 grade 9 students), 30 were selected using cluster random sampling method. Data were collected using multiple methods that included questionnaire, students’ reflective journal and administered achievement test (pretest and posttest). The study was designed for a period of 4 weeks. The data obtained were analyzed to calculate mean, standard deviation, and percentage. Results of the data analysis revealed that there was significant difference in the mean score of the students after the treatment. It was evident that the learning achievement of the students increased after the integration of a simulated role play technique. Another finding of the study revealed that the students had positive opinions towards a simulated role play technique as it brought positive difference in their learning achievement. Therefore, it is recommended for all the teachers to incorporate a simulated role play technique in the classroom to see immediate and gradual improvement in students’ learning achievement