Oli, Maryrose Tochi & Obi Joy Joseph
Abstract
This study compared the effectiveness of problem-based learning and concept mapping on the academic achievement of students in Calabar Education Zone, Cross River State-Nigeria. A research question and a hypothesis were formulated to provide focus and to direct the study. The research design was a quasi-experimental factorial research design involving pre-test-post-test. The sampling technique was a simple random sampling technique. The sample comprised of 124 senior secondary school two chemistry students. The instrument for data collection was a 30-item Chemistry Achievement Test (CAT). The experimental group was taught using problem-based learning and concept mapping teaching strategies while the control group was taught using the conventional teaching method. The data obtained was analysed using analysis of covariance (ANCOVA). The result revealed that students taught thermochemistry using concept mapping performed best followed by those taught using problem-based learning strategy who outperformed those taught using the conventional teaching method. It was recommended that both problem-based learning and concept mapping teaching strategies be adopted for effective teaching of chemistry concepts.