Enhancing Students Motivation Towards Learning Geography Through Integrated and Collaborative Approach: The Effects of Individualized and Collaborative Concept-Mapping

Abstract

This study examined the Effects of individualised and Collaborative Concept-Mapping as an Integrated Approach in Enhancing Secondary School Students’ Motivation towards Learning Geography in Gwarzo Education Zone, Kano State, Nigeria. The study was guided by three objectives and three corresponding research questions and hypotheses. Quasi-experimental research design involving a pretest and posttest non-randomised group was used in the study. The population of the study was made up of 1,335 senior secondary (SS) II Geography students from twenty-eight schools situated at Gwarzo Education Zone, Kano State, Nigeria. Six intact classes with a sample size of 266 students were selected through cluster and stratified sampling techniques. An instrument titled Geography Motivation Scale (GMS) with a reliability index of 0.870 was used for data collection. The research questions were answered by using median and mean rank while the hypotheses were tested through Wilcoxon signed ranks, Kruskal-Wallis H and Dunn’s Pairwise tests at 0.05 level of significance. One of the findings of the study revealed that the integrated and collaborative approach (Collaborative Concept-Mapping) enhances students’ motivation towards learning Geography significantly better than the non-integrated and non-collaborative strategy (Individualised Concept-Mapping) and lecture method. It was recommended that secondary school teachers should adopt the use of collaborative concept mapping in teaching Geography in order to enhance students’ motivation and curiosity, reduce gender disparity and ultimately improve academic performance.