Oli, Maryrose Tochukwu & Anari, Mary Ideba
Abstract
This study investigated the effect of concept mapping teaching strategy on the academic achievement of chemistry students in Calabar Municipality, Cross River – State – Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The research design was a pretest-posttest, quasi- experimental factorial research design. The sampling technique was a simple random sampling technique. The sample comprised of eighty two secondary two (SSII) chemistry students. The instruments for data collection were a 30-item Chemistry Achievement Test (CAT). The experimental groups were taught using concept mapping strategy while the control group was taught using conventional method. The data obtained were analysed using analysis of covariance (ANCOVA) and Multiple Classification Analysis (MCA). The result revealed that students taught chemistry using concept mapping performed better than those taught using the conventional method. Gender was found not to have significant effect on students’ academic achievement and the interaction effect treatment and gender on students’ academic achievement was also found not to be significant. It was, therefore, recommended that chemistry teachers should adopt concept mapping teaching strategy for effective teaching and learning of chemistry concepts.