The effect of concept mapping instructional strategy on the biology achievement of senior secondary school slow learners.

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dc.contributor.authorOkafor, N
dc.contributor.authorUdeani, U.N.
dc.date.accessioned2022-10-18T13:53:07Z
dc.date.available2022-10-18T13:53:07Z
dc.date.issued2012
dc.description.abstractThe study investigated the comparative effectiveness of the expository and concept mapping instructional strategy of presenting secondary school biology concepts to slow learners. One hundred and twenty four biology slow learners were identified and randomly assigned to the expository group (n=62) and concept mapping group (n~62) and respectively taught the concept of photosynthesis. The groups were post-tested after two weeks of teaching for arty significant differences in their biology achievement. Analysis of post-test scores indicated that the group taught by the concept mapping instructional strategy performed significantly (p<0.05) belter than their expository group counterparts. Specifically, female slow learners taught with the concept mapping instructional strategy performed significantly (p<0.05) better than their male counterparts taught by the same method. These results have implications for biology teacher preparation, especially in the areas of teaching females and identifying slow learners and adopting effective methods of tackling their problemsen_US
dc.description.sponsorshipThe Authorsen_US
dc.identifier.citationUdeani, U & Okafor, P. N. (2012). The effect of concept mapping instructional strategy on the biology achievement of senior secondary school slow learners. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(2), 137-142. Scholarlink Research Institute Journals. (ISSN: 2141-6990).Jc jeteraps.scholarlinkresearch .orgen_US
dc.identifier.issn2141-6990
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11766
dc.language.isoenen_US
dc.publisherScholarlink Research Institute Journalsen_US
dc.subjectBiological Achievementen_US
dc.subjectConcept Mappingen_US
dc.subjectSlow Learneren_US
dc.subjectGender Differenceen_US
dc.titleThe effect of concept mapping instructional strategy on the biology achievement of senior secondary school slow learners.en_US
dc.typeArticleen_US
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