EFFECT OF SIMULATION AND GAME-BASED LEARNING ON INTEREST, SUSTAINABILITY AWARENESS, AND EARLY LEARNING OUTCOMES OF PRE-NURSERY CHILDREN IN ABA SOUTH EDUCATION ZONE, ABIA STATE

This study investigated the effect of simulation-based learning (SBL) and game-based learning (GBL) on the interest, sustainability awareness, and early learning outcomes of pre-nursery children in Aba South Education Zone, Abia State. A quasi-experimental pre-test, post-test, control group design was adopted. A total of 120 pupils (40 in each group) participated, selected purposively from a population of 1,280. Results revealed that children in the SBL group obtained higher post-test mean scores in interest (M = 32.47), sustainability awareness (M = 28.74), and early learning outcomes (M = 44.36) compared to the control group (M = 26.11, 21.09, and 36.25, respectively). Similarly, children in the GBL group outperformed their control counterparts, scoring higher in interest (M = 34.28), sustainability awareness (M = 27.85), and early learning outcomes (M = 45.11). ANCOVA confirmed that the main effects of SBL (F = 12.43, p = .001) and GBL (F = 14.62, p < .001) were statistically significant, as well as their interaction effect (F = 10.21, p = .002). These findings highlight that SBL and GBL are highly effective strategies for improving engagement, environmental sustainability awareness, and foundational learning skills in early childhood classrooms. The study concludes that integrating these learner-centered strategies into the curriculum will enhance quality early childhood education in Nigeria.