THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFORMANCE

International Journal on Integrating Technology in Education (IJITE) Vol.8, No.3, September 2019
DOI :10.5121/ijite.2019.8301 1
THE IMPACT OF SIMULATION ON TEACHING
EFFECTIVENESS AND STUDENT LEARNING
PERFORMANCE
Abdullah Alenezi
Northern Borders University,Arar,Saudi Arabia
ABSTRACT
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly
Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The
Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This
Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning
Performance In The University Context. The Study Was Important Since It Highlighted How Different
Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The
Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended
Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study
Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires.
Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive
Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical
Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing.
The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management
Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And
Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That
Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their
Classroom Outcomes.
KEYWORDS
Simulation, educational tool, teaching effectiveness, learning performance, variables, university context
1. INTRODUCTION
The concern for teaching that has been on the limelight for many years is to reduce the number of
students dropping out of a given course as a result of improved learning outcomes. López-Pérez
et al. (2011) argued that achieving such an aim needed a change in the way teacher offer
instructions. Traditionally, lectures and teachers in higher learning institutions used face-to-face
instructional methods. As technology including internet and educational tools has advanced,
virtual learning has become more popular. Compared to face-to-face instruction, virtual
instruction can significantly increase cognitive-emotional engagement of the learners (PytlikZillig
et al., 2011), gives learners more time to learn, offer opportunities to interact with other learners
and fosters an environment that promotes better attitudes and achievement (Yamat, 2013). With
face to face teaching, educators have an opportunity to offer prompt feedback to students,
increasing interactivity in the classroom and enhance decision making in the discussions (Yamat,
2013). In this regard, higher learning institutions have blended both face-to-face teachings as well
as virtual teaching to enhance student education. López-Pérez et al. (2011) view blended learning
as the integration of virtual activities to tradition instructional activities. The blended classroom is
advantageous since it has both the benefits of traditional and virtual learning activities. This

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implies that blended classrooms are more likely to affect the learning performance of students.
Blended learning in higher learning institutions involves the use of strategies such as video
communication, face-to-face lecture and simulation among others (Hopwood, Rooney, Boud, &
Kelly, 2016).
This research paper’s main focus is directed towards the effectiveness of simulation in teaching
and learning in higher learning settings. Simulation is regarded as an educational approach for
learning as well as teaching applicable to different disciplines (Hopwood, Boud, & Kelly, 2015).
Moreover, learning that is based on simulation promotes the development of knowledge,
attitudes, and skills of professionals whilst protecting unnecessary risks among consumers
(Hopwood et al., 2015). Since simulation is essential in training and education, the focus of the
paper is students’ learning behavior. Performance of teachers and students is improved when
using the simulation strategy. Also, students have an opportunity to apply knowledge into
practice in a virtual environment to facilitate the acquisition of new skills in an efficient manner
guided by the educators (Rooney et al., 2015). Different students from different majors have
varying reactions associated with simulation application as a learning tool. This is because
educators use different kinds of instructional content on their students making reactions regarding
simulation to be different (O'Connor, Mortimer, & Bond, 2011). Students taking business as a
major prefer instruction using videos, charts, slides, and shows. Similarly, they prefer instruction
modes supporting relationship building with educators and peers for teamwork in accomplishing
assignments (Miller, 2016; Vos, 2015; Xu & Yang, 2010). On the other hand, students taking
engineering, nursing, and computer science as their major prefer application of new technologies
that are not provided in tradition teaching methods, such as blended learning classes as well as
collaborative classes (Liou, Yu, Tsai, & Cheng, 2015; Clark, Kaw, & Besterfield-Sacre, 2016;
Grover, Pea, & Cooper, 2015; Dang, Zhang, Ravindran, & Osmonbekov, 2016).
In such disciplines, the effectiveness of simulation has been found to yield mixed results. For
instance, some of the studies have revealed that simulation has positive impacts on the mastery of
content (Franklin & Lee 2014; McCoy, 2017). In the social science discipline related courses,
class simulations have been found to improve the academic performance of students and teacher
outcomes compared to the traditional lecture method. Auman (2011) revealed that compared to
the traditional lecture classroom, classes adopting simulation increased levels of classroom
engagement for teachers and students. However, Raymond (2010) found traditional-based and
simulation-based pedagogy to promote equal performance classroom outcomes. Simulation has
also been found to improve academic performance of the students in comparison to the lecture-
based method (Dolvin & Pyles, 2018; Hwang & Hahn, 2017). Finally, simulation-based
pedagogy as noted by Guy and Lownes-Jackson (2015) improve student performance changing
their behaviors, enhancing knowledge and providing best experiences.
Significant previous research studies focus more on simulation effectiveness on the learning
achievement, but little research has explored factors in the simulation strategy that are associated
with student or teacher performance as well as the kind of performance that can be impacted. This
topic is fundamental in deciding the type of simulation which fits a given group of individuals
and chances that can be made to the existing simulation strategies to make it more effective in
teaching and learning. Types of simulation include experimental (social simulation, diagnostic
simulation, data management simulations) and symbolic/computer-based simulation (Auman,
2011; Miller, A. (2016; Xu & Yang, 2010). Moreover, in the education sector, occasionally
educators have integrated simulation as an educational tool to offer effective instruction
improving learning (Taher & Khan, 2015). This is because they may not have an idea of how
simulation affects student learning as well as teaching outcomes. Based on this research, the
interests in the simulation strategy will be invoked by demonstrating that this method of
instruction has a positive association with teaching and learning performance outcomes.

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Therefore, this research was aimed at investigating the impact of simulation in student learning
performance as well as teaching effectiveness in the university context. This is to highlight the
association between kinds of simulation and teaching as well as learning performance of students.
2. RESEARCH QUESTIONS
The overall research question stated: What is the impact of using different kinds of simulation on
teaching as well as student learning performance? Other research questions included:
 How does social process simulation impact teaching practice effectiveness?
 How does diagnostic simulation impact teaching practice effectiveness?
 How does data management simulation impact teaching practice effectiveness
 How does social process simulation impact on student learning performance?
 How does diagnostic simulation impact student learning performance?
 How does data management simulation impact student learning performance?
3. HYPOTHESES
H1: The use of social process simulation has a statistically significant positive impact on teaching
practice effectiveness.
H2: The use of diagnostic simulation has a statistically significant positive impact on teaching
practice effectiveness.
H3: The use of data management simulation has a statistically significant positive impact on
teaching practice effectiveness.
H4: The use of social process simulation has a statistically significant positive impact on student
learning performance.
4. METHODOLOGY
The study falls within the paradigm of the explanatory research approach. The design was used in
this research paper because it could offer the researcher an opportunity to study variables to
determine causal-effective associations between those variables (Rahi, 2017). In this regard, the
aim of the study was achieved by examining independent variables associated with experimental
simulations as well as symbolic simulations as well as dependent variables associated with
student learning performance and effective teaching practice. The study population was selected
from University students currently enrolled in the academic program in different Saudi
Universities. The sample for this research paper consisted of 150 student participants that were
selected using the snowballing sampling technique from 15 universities. Snowballing technique is
for selecting individuals to recruit study participants (McGarry, Green, & Fowler, 2018). With
snowballing sampling technique, the researcher selected 10 participants who were for purposes of
recruiting friends they know are currently enrolled in the university program in Saudi Arabia.
From each university 10 students were selected to give their views on the impact of simulation on
teaching practice effectiveness and their learning performance. However, only 134 students filled
and returned their questionnaires.

4
5. DATA COLLECTION INSTRUMENT
The instrument for this research entailed closed-ended questionnaire designed to use Likert scale
(1=strongly disagree, 2=disagree, 3=neutral, 4=agree, and 5=strongly agree) (Joshi, Kale,
Chandel, & Pal, 2015). The questionnaire comprised of two parts. The first one was for collecting
demographic information of the participants while the second one was for collecting information
associated with the effectiveness of simulation on teaching and learning. The procedure for data
collection included identifying the 150 student participants and seeking their consent to take part
in this research.
Data collection procedure
Ethical approval was sought from (include university name)’s Institutional Research Board (IRB).
This research was free of risks associated with social, physical, psychological and economic harm
because a non-invasive questionnaire was used. After agreeing to participate, the questionnaires
were administered to them via their emails after consenting and were given one and a half weeks
to return filled questionnaires. The expected response rate was at least 50%. The completed
questionnaires were downloaded and imported into SPSS software for the statistical and
descriptive analysis described below.
Data analysis
Since quantitative data was collected for this research and was aimed at examining the causal-
effective associations between the dependent and independent variables, statistical methods were
used in the analysis of data. Also, descriptive statistics were used in examining the demographics
of the student participants. Statistical methods are models or techniques for statistical analysis of
raw data (Albers, 2017). Using this method, the reliability of the findings was evaluated.
Reliability, defined as the internal consistency of the questionnaire items, was evaluated using the
Cronbach’s Alpha coefficient. With a value more than .70, the internal consistency is satisfactory
(Heale & Twycross, 2015; Martini et al., 2015)implying that the questionnaire instrument was fit
for collecting data to understand the impact of simulation in teaching practice effectiveness and
student learning performance outcomes. After analyzing reliability, hypotheses were tested using
multiple linear regression model. Using the model, two features were used in examining the data,
these include R-square and R-value column value. R-value is used in determining whether the
model was fit for the collected data and R-square is determining whether the variation in the
dependent variable can be explained based on the variations in the independent variables. A
model is acceptable to be fit for the collected data if the R-value is more than .70 (Cohen, West,
& Aiken, 2014). Additionally, the model coefficients, B and p-values were used. The B-value
was for assessing whether there is an association between dependent and independent variables
and if the association is positive or negative/inverse. Finally, the p-value was for testing the
statistical significance of the associations establishing to confirm or reject the hypotheses. If it is
less than .05, the given hypothesis is confirmed and if it is more than .05, the hypothesis is
rejected (Cohen et al., 2014).
Compliance with Ethical Standards
The author declare that there is no conflict of interest regarding the publication of this paper. The
research received no funding from any institution or individual .Since the study involved human
participants, as recommended by the IRB, two considerations were made to ensure research ethics
associated with anonymity and confidentiality was guaranteed. For anonymity, the researcher
ensured there was no sensitive information from the participant was revealed to the public. Also,
the real names of participants were not used in data collection or during the compilation of this

5
journal (Colnerud, 2013). For confidentiality, the researcher ensured all data associated with the
participants was stored safely in password-protected computers accessed by the research only.
Similarly, participants were assured of data destruction after the publication of the journal
(Colnerud, 2013).
6. RESULTS AND DISCUSSION
The section presents findings after quantitative data analysis. Moreover, it begins with the
descriptive statistics of the demographic information of participants and then followed by the
inferential statistics. Finally, a discussion of the findings is presented.
Demographic information of the participants
Table 1.Gender distribution of participants
Gender Frequency Percent Valid
Percent
Cumulative
Percent
Valid
1 101 39.9 75.4 75.4
2 33 13.0 24.6 100.0
Total 134 53.0 100.0
Missing System 119 47.0
Total 253 100.0
The number of participants who were female was more compared to the ones who were males as
indicated in table 1 (female-75.4% and male-24.6%). However, the data indicated that both male
and female students participated in the study to highlight the impact of simulation on teaching
and learning.
Table 2. Participant distribution based on year of study
Year of study Frequency Percent Valid
Percent
Cumulative Percent
Valid
1 17 6.7 12.7 12.7
2 26 10.3 19.4 32.1
3 8 3.2 6.0 38.1
4 24 9.5 17.9 56.0
5 59 23.3 44.0 100.0
Total 134 53.0 100.0
Total 253 100.0
The distribution of participants as indicated in table 2 based on their year of study is as follows.
First, 12.7% of the participants were first-year students while 19.4% of the participants were
second-year students. Additionally, 6.0% of the students were third Year University students as
17.9% of them were fourth-year students. Finally, 44% of the participants were fifth-year
students. This distribution shows that all categories of students enrolled in universities in Saudi
Arabia were included in this study to give individual views based on their experiences.

6
Table 3.Participant distribution based on their university department
Department Frequency Percent Valid
Percent
Cumulative Percent
Valid
1 30 11.9 22.4 22.4
2 18 7.1 13.4 35.8
3 29 11.5 21.6 57.5
4 16 6.3 11.9 69.4
5 29 11.5 21.6 91.0
6 12 4.7 9.0 100.0
Total 134 53.0 100.0
Total 253 100.0
Based on the department the students were enrolled, 22.4% of the student participants were from
the engineering and technology department while 13.4% of them were from the department of
business. Additionally, 21.6% of the students were from the school or department of medicine as
11.9% were from the nursing department. Lastly, 21.6% and 9% of the students who participated
in this study were from the departments of education and applied science respectively (see table
3). This indicates that almost all major departments of the university were represented in this
study.
Table 4. Age distribution of participants
Age Frequency Percent Valid
Percent
Cumulative
Percent
Valid
1 17 6.7 12.7 12.7
2 84 33.2 62.7 75.4
3 25 9.9 18.7 94.0
4 5 2.0 3.7 97.8
5 3 1.2 2.2 100.0
Total 134 53.0 100.0
Total 253 100.0
As shown in table 4, 12.7% of the participants were aged between 17-19 years while many of
them (62.7%) were aged between 20-22 years. Among the participants, 18.7% were aged between
23-25 years. Moreover, 3.7% of the participants were aged between 26 and 28 years. Participants
who were more than 28 years were 2.2%. Similarly, these results indicated that student categories
based on their age were represented in this research.
Reliability of the instrument
This section examines whether the questionnaire instrument for collecting data was reliable in
exploring the impact of simulation on teaching and learning in universities.

7
Table 5. Reliability of the questionnaire Reliability
Statistics
Cronbach's Alpha N of Items
.739 6
As shown in table 5 the value for Cronbach's Alpha is .739, which is more than the acceptable
value of .70. This implies that the questionnaire developed was reliable in examining the impact
of simulation on teaching practice effectiveness and student learning performance.
Multiple Linear Regression Analysis
Impact of simulation on teaching practice effectiveness
Table 6. Multiple linear regression model summary Model Summary
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .879a
.772 .767 .403
a. Predictors: (Constant), DMS, DS, SPS
The R-value is .879 (87.9%) indicating that the model is 87.9% fit for the collected data. also, the
value for R-square is .772 (77.2%) showing that 77.2% of the variations in the dependent variable
can be explained based on the variations in the independent variables (see table 6).
Table 7. Multiple model coefficients Coefficients
Model Unstandardized
Coefficients
Standardize
d
Coefficients
t Sig.
B Std. Error Beta
1
(Constant
)
.062 .189 .327 .744
SPS .120 .056 .116 2.129 .035
DS .110 .048 .118 2.298 .023
DMS .715 .057 .729 12.535 .000
a. Dependent Variable: ITP
As shown in table 7, for SPS, t = 2.129, B .120 and p = .035. These results indicate that the
associations between different social process simulation (SPS) and teaching practice effectiveness
are positive. With an increase in SPS by one unit, it means that teaching practice effectiveness
will increase by 12.0%. Since p < .05, the association is statistically significant. As such,
hypothesis 1, the use of social process simulation has a positive and statistically significant
impact on teaching practice effectiveness, is confirmed. For diagnostic simulation, t = 2.298, B,
.110 and P = .023. This indicates a positive relationship between diagnostic simulation and
teaching practice effectiveness. As diagnostic simulation utilization is increased by one unit,
teaching practice effectiveness is enhanced by 11.0%. P < .05 showing that the relationship is
statistically significant. Therefore, hypothesis two, the use of diagnostic simulation has a positive
and statistically significant impact on teaching practice effectiveness, is confirmed. Lastly, for
data management simulation (DMS) the B-value is .715 indicating that an increase in DMS by

8
one unit increases teaching practice effectiveness by 71.5%. In this regard, hypothesis three, the
use of data management simulation has a positive and statistically significant impact on teaching
practice effectiveness, is confirmed.
Impact of simulation on student learning performance
Table 8. Multiple linear regression model summary Model Summary
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .749a
.561 .551 .566
a. Predictors: (Constant), DMS, DS, SPS
As indicated in table 8, the R-value for the model is .749 (74.9%). This shows that the model was
fit for the collected data since it is more than .70 (70%) that is the acceptable value as indicated
earlier. With the R-square value of .561 (56.1%), the results indicated that the multiple linear
regression model can explain 56.1% of the variations in the dependent variable (improved student
learning performance) based on the variations in the independent variables (social process
simulation, diagnostic simulation, and data management simulation).
Table 9. Multiple model coefficients Coefficients
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) .366 .266 1.378 .170
SPS .443 .079 .424 5.603 .000
DS .162 .067 .171 2.402 .018
DMS .281 .080 .283 3.510 .001
a. Dependent Variable: ISLP
Table nine shows how different kinds of simulation impacts student learning performance. To
begin with, the B-value for the relationship between social process simulation (SPS) and student
learning performance is B =.443 (44.3%). This shows that an increase in the use of social process
simulation in the university by one unit increases student learning performance by 44.3%. The P-
value of the association is p = .000, which is less than .05 implying that the association or
relationship is statistically significant. In this regard, hypothesis three postulating that the use of
social process simulation has a positive and statistically significant impact on student learning
performance is confirmed. Also, for diagnostic simulation (DS), the results are as follows: t =
2.40, B, .162, and p = .018. This shows that there is a statistically significant association between
diagnostic simulation and student learning performance since p < .05. Similarly, as use of
diagnostic simulation is increased by one unit, student learning performance is increased by
16.2%. In this view, hypothesis five, the use of social process simulation has a positive and
statistically significant impact on student learning performance, is confirmed. Finally, for data
management simulation (DMS), t = 3.51, B, .281 and p = .001. The B value indicates a positive
relationship between data management simulation and student learning performance in that as
DMS usage increases by one unit, student learning performance is improved by 28.1%. Since p <
.05, it implies that the relationship is statistically significant. As such, hypothesis 6, the use of
social process simulation has a positive and statistically significant impact on student learning
performance, is confirmed.

9
The findings are consistent with previous research examining the impact of simulation on student
and teaching outcomes. From this study, regardless of the different types of simulation
approaches used in the university settings, teacher practice effectiveness, and student learning
performance is positively impacted. Franklin and Lee (2014) found that simulation has positive
impacts on the mastery of content which is one of the student learning performance aspects. It
was recommended in the study that educators in the higher learning settings should use
simulation to support student interaction and time of learning to improve their mastery of the
learning content. Auman (2011) also found that in comparison with the traditional lecture
method, the use of simulation-based teaching approach levels of classroom engagement among
students is positively improved. In improving student engagement further, the researcher
recommended further research to investigate the use of specific simulation technique and student
learning outcomes. With simulation-based teaching and learning, student academic performance
has been found to be greatly improved. This is because teaching and learning become enjoyable
and interactive increasing motivation for learning and as such, better outcomes are obtained
(Hwang & Hahn, 2017).
The delimitations and limitations of this study lie in the methodology used in the collection and
analysis of data. In general view, the study was limited to the collection of only quantitative data
to accomplish its purpose of examining causal-effective associations to conclude on the impact of
simulation on teaching practice effectiveness and student learning performance. In this regard,
there was no in-depth understanding of how simulation can impact teaching and learning
outcomes. As such, further research should combine both quantitative and qualitative methods to
increase reliability of the study. This study was delimited to views of students from universities in
Saudi Arabia. Further research should involve a specific department to have a full understanding
of how simulation impacts teaching practice and learning of students.
7. CONCLUSION
From data analysis and previous literature review, this research paper has established that
simulation positively impacts teaching practice effectiveness as well as student learning
performance. Therefore, efforts should be focused on the development and maintenance of
simulation in learning and instruction in university settings. By promoting social settings,
simulation can be effective as more knowledge and information is shared. Additionally,
integrating simulation in the university students’ early stages in the campus will ensure they gain
professional skills in different aspects of life including problem-solving, decision making and
effective communication.
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AUTHORS
Abdullah Alenezi, Dr. of Education, is Assistant Professor in the Educational
Technology Department, Faculty of Education, Northern Borders University,
Saudi Arabia. His major areas of interest and expertise are: organizational
change, teaching and learning outcomes arising from uses of leading-edge
technologies, implementation and management of leading-edge technologies at
the local authority and individual institution levels, uses and impacts of
technologies and technology-based resources in formal educational
environments, distance learning and training, and technology integration in the Saudi context.

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