Adie Emmanuel B, Inah Lovinah Idoko; Ibu Priscilia Nkow
Anditung Peter Agbudu & Igyo C. O.
Abstract
The study investigated the Effect of Concept Mapping Strategy on the academic achievement of Post basic two students in Mathematics in Obudu Education Area of Cross River State, Nigeria. Two research questions and hypotheses each were formulated to guide the study. A quasi-experimental design was used with a simple random sampling technique applied to select one hundred and ten (110) students only as sample. The population comprised of all the one thousand and eighty-seven (1,087) post basic two (PB II) students in the fourteen government owned schools in Obudu Education Area of Cross River State, Nigeria. Two groups were used in the study. The experimental group which was exposed to the Concept Mapping Strategy and the control group exposed to the Conventional Method. A Standardized Teacher Constructed ‘Trigonometry Achievement Test (STCTAT) validated with reliability coefficient of 0.82 was used. Data collected were analyzed using mean and standard deviation for answering the research questions while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at 0.05 level of significance. The result revealed that students taught trigonometry using Concept Mapping Strategy achieved significantly higher than those taught using the Conventional Method. Moreso, the result showed no differential effect of Concept Mapping Strategy on students’ achievement in trigonometry with respect to gender. Hence, it was recommended that the use of Concept Mapping Strategy should be adopted by mathematics teachers’ as to promote creativity, thoughtfulness, relating of ideas, and gender friendliness among students.