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Effects of concept mapping strategy on students’ achievement in difficult chemistry concepts

Abstract

Otor Eriba Emmanuel (PhD)

This study investigated the effects of concept mapping strategy on secondary school students’ achievement on difficult chemistry concepts. It also examined the differential effect on the achievement of male and female chemistry students. Two research questions and two hypotheses were formulated to guide the research. The study used a quasi-experimental pretest-posttest on group design. Data were collected from 1,357 SS2 chemistry students using a stratified random sampling procedure from two schools in two local government Areas of Benue State of Nigeria. One instrument for data collection developed by the researcher and validated by experts was Chemistry Achievement Test (CAT), on structure of matter and energy changes. The research questions were answered using mean and standard deviation scores, while the hypotheses were tested at 0.05 significance level using Analysis of Covariance (ANCOVA). Students taught using concept mapping strategy achieved higher and significantly better than those taught using conventional method. There was also a better performance in favour of female students compared to their male counterparts using this method. The study recommended among other things, adequate training of chemistry teachers on the use of concept mapping strategy in teaching chemistry at the secondary school level.

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