Effect of concept mapping approach on students’ achievement in Mathematics in Secondary Schools

Abstract

The study was carried out to determine the effect of concept mapping approach on students’ achievement in Mathematics in Secondary School in NgorOkpala Local Government Area of Imo State. Based on the objective of the study, three hypotheses guided the study. The quasi-experimental research design was used in carrying out the study adopting the pre-test – post-test control type. The sample consists of 180 Senior Secondary One (SS1) Students comprising of 88 males and 92 females. In each of the schools selected two intact classes were assigned experimental and control groups. The experimental group was taught mathematical concepts using concept mapping approach while the control group was taught using traditional method. The data required for the study was collected using researcher made questions titled Mathematics Achievement Test (MAT). It had reliability coefficient of 0.79 determined using kuder-Richardson formula 20(KR20). Mean, standard deviation,analysis of covariance (ANCOVA) and t-test statistical tools were used to analyse the data at 0.05 level of significance. The result of the study showed that, concept mapping approach improved students achievement in mathematics, the method removed gender inequality. Based on the result of the study it was recommended that, concept mapping approach should be used by teachers in teaching mathematics in secondary schools to improve students’ achievement.

Keywords: Achievement, mathematics, concept, mapping