Teaching with Concept Mapping Instructional Strategy in Nigeria Secondary Schools
Teaching with Concept Mapping Instructional Strategy in Nigeria Secondary Schools

Summary/Abstract: The research investigates the effects of teaching with Concept Mapping instructional strategies on learning achievement in Nigerian Secondary Schools. The study adopts the Quasi-Experimental Research design. The population consists of a sample of 168 Senior Secondary School Class-two Physics students specifically selected from Senior Secondary Schools across Ekiti State, Nigeria. The Instrument used consists of two parts: (a). a Motion Concept Map developed for the research study and; (b). printed materials in the form of tutorial test items developed and used to elicit responses to the treatment. The research hypotheses tested are: there is no significant effect of treatment on students’ learning achievement; there is no significant effect of treatment on students’ retention; there is no significant effect of treatment on students’ learning attitude. The research study revealed that: the Concept Mapping Instructional strategy contributed to learning achievement in physics; there is significant effect of treatment on students’ retention of learned materials; there is significant effect in students’ learning attitude. Results establish that the instructional strategy, when integrated with any method of instruction, results in improved learning achievement.

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