The Effects of Using Simulated Role Play in Teaching History to Secondary Students in Bhutan.

Abstract

This experimental study investigated the learning achievement of grade IX Bhutanese students using simulated role play technique in teaching and learning history. From a total of 180 grade IX students, 60 students were selected using cluster random sampling technique. Data were collected using multiple methods including questionnaire, students’ reflective journal and achievement test (pre-test and post-test). The key findings revealed that there were significant differences in the mean scores of the students after the integration of simulated role play technique in teaching history. Other finding of the study revealed that the students had positive opinion towards simulated role play technique as it brought positive difference in their learning achievement. Therefore, it is recommended for all teachers to incorporate simulated role play technique in the classroom to see immediate and gradual improvement in students’ learning achievement.