Effect of Concept Mapping Strategy on Students’ Achievement in Junior Secondary School Mathematics
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Date
2011
Authors
Awofala, A. O. A.
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Abstract
This study investigated the effect of concept mapping
strategy on achievement in mathematics of 88 junior secondary
year three Nigerian students. The study adopted a pre-test, posttest non-equivalent control group quasi-experimental design and
data collected for the study were analysed using the t-test
statistic. The experimental group, taught with concept mapping
strategy obtained mean post-test score which was significantly
higher than the mean post-test score of the control group. Results
showed that concept mapping is an effective strategy for teaching
and learning mathematics. The strategy is also capable of
improving students’ mastery of content at the higher-order levels
of cognition. Based on the findings, the study recommended that
concept mapping should be added to the teaching strategies of
mathematics teachers at the secondary school level.
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Keywords
Concept mapping, students’ achievement, analysis level of cognition, synthesis level of cognition, evaluation level of cognition, higher-order abilities