The Effect of Concept Mapping Instructional Strategy on Students’ Achievement and interest in Senior Secondary School Economics in Awka Education Zone, Anambra State

Abstract

The study was aimed at determining the effect of concept mapping strategy on students’ achievement and interest in social studies. The study was carried in Awka Education Zone of Anambra State. Six research questions and six hypotheses guided the study. Literature was reviewed under four major sub-headings namely; conceptual framework, theoretical framework, review of empirical studies, and summary of literature review. The study adopted quasi-experimental research design. The population of the study was three thousand six hundred and six (3606) SS2 students. The sample size for the study was two hundred and seventy (270) SS2 Economics students in four intact classes from four junior secondary schools from the area of the study. Multi-stage sampling technique was used to draw the sample. Economics achievement test (EAT) and Economics interest scale (EIS) were used for data collection from the respondents. The Economics achievement test (EAT) and Economics interest scale (EIS) were validated by three experts. The results of the reliability of the instrument indicated positive correlation coefficient of 0.82 and 0.87 for EAT and EIS respectively. Mean was used to answer research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study were that there is a significant difference in mean achievement scores of students taught Economics using concept mapping and those taught Economics using lecture method; that there is a significant difference in mean interest scores of students taught Economics using concept mapping and those taught Economics using lecture method; that there is no significant difference in the influence of gender on mean achievement scores of students when taught Economics using concept mapping; that there is no significant difference in the influence of gender on mean interest scores of students when taught Economics using concept mapping; that there is a significant difference in the influence of location on mean achievement scores of students when taught Economics using concept mapping; and that there is a significant difference in the influence of location on mean interest scores of students when taught Economics using concept mapping. Based on the findings of the study, conclusions were drawn. Finally, the study recommended teachers should adopt concept mapping strategy in teaching Economics curriculum concepts and that quality education in terms of infrastructure should be provided in rural areas as it is in urban areas.