Effect of Concept Mapping Strategy on Students’ Achievement in Junior Secondary School Mathematics

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Awofala, A. O. A.
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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.
Concept mapping, students’ achievement, analysis level of cognition, synthesis level of cognition, evaluation level of cognition, higher-order abilities