EFFECTS OF CONCEPT MAPPING STRATEGY ON ACHIEVEMENT AND LEARNING RETENTION IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KANO MUNICIPAL, KANO STATE, NIGERIA

SANUSI TANKO BALA

EFFECTS OF CONCEPT MAPPING STRATEGY ON ACHIEVEMENT AND LEARNING RETENTION IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KANO MUNICIPAL, KANO STATE, NIGERIA

Date

2019-10-10

Authors

SANUSI TANKO BALA

Publisher

Bayero University Kano

Abstract

The study examined the effects of concept mapping strategy on achievement and learning retention in social studies among Junior Secondary School students in Kano Municipal, Kano State, Nigeria. Five Specific Objectives from which five research questions and five corresponding hypotheses were formulated for the study. The design of the study was Quasiexperimental pretest posttest design. All JSS II social studies Students in Kano Municipal Zonal Educational directorate constituted the population of the study and six JSS Schools (3 boys and 3 girls) were randomly selected using balloting method from the directorate, while two intact classes of JSS II were selected in each school and converted into control and experimental group. A total of 438 students participated in the study broken down as 226 boys and 213 girls in the six selected schools. Instruments used for data collection were social studies Academic Achievement test and social studies learning retention test, which were developed by the researcher and validated by an expert in Social Studies, the researcher’s supervisor and some social studies teaching staff. While social studies achievement test was a multiple choice objective, social studies learning retention test was fill in the blank. Reliability coefficient of 0.75 and 0.70 were attained after test piloting the two instruments using Pearson product movement correlation (PPMC) statistical technique. Two sets of data, pretest and posttest were collected from two groups of students control and experimental involved in the experiment. Data collected were analyzed using mean and standard deviation for the research questions and t-test statistical technique for the hypotheses at 0.05 level of significance. The findings of the study revealed that students taught social studies using concept mapping instructional strategy achieved higher than those taught the subject using lecture method. It also revealed that student’s performance was enhance when they were taught via concept mapping instructional strategy. To this regard, teachers need to use concept mapping instructional strategy so as to improve the academic performance and retention of learning among their students.