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This paper sought to determine the difference in the mean scores of students taught English Language Comprehension using simulation and those taught using lecture methods. Three research questions were posed. A random sample of 60 students was drawn from a population of 222. English-Language-Achievement-Test (ELAT) which was validated and which yielded an index of 0.90 was the instrument used. Mean and standard deviation were employed for data analysis. The findings revealed significant difference in the mean scores of the two groups vi3: N=31, X = 80.12, sd =7.82 and N=29, X = 44.8, sd = 6.26. It also revealed that the females performed better than the males and that the externalized subjects performed better than the internalized subjects. The paper thus, recommended the employment of innovative instructional methods like simulation and others in teaching English Language comprehension. Equally, it avers that more conducive learning environment equipped with basic learning facilities should be put in place. Finally, the need for more regular capacity building workshops for teachers to acquaint them with appropriate methodologies and strategies for planning school curriculum with that of popular and inclusive education was highlighted.

international journal of technology and inclusive education

Using Simulation Geared Towards Special Needs and Challenges of Students in Teaching English Language Comprehension in Secondary Schools in Abia State, Nigeria