Comparative Effects of Collaborative Concept Mapping and Concept Mapping Instructional Strategies on students' Achievement and Retention in Redox Reactions

Victor Oluwatosin Ajayi, Emmanuel Edoja Achor, Peter Ogbu Agogo
2018 Figshare  
The study investigated comparative effects of collaborative concept mapping and concept mapping instructional strategies on students' achievement and retention in redox reactions. A sample of 142 students from 4 purposively selected secondary schools out of a population of 4,421 Senior Secondary II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The study adopted quasi experimental research design. The instrument used for data collection was Redox
more » ... ction was Redox Reactions Achievement Test (RRAT) with the reliability value of 0.83 using Kuder-Richardson (KR-21). Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested using Analysis of Covariance (ANCOVA). The study revealed that students taught redox reactions using Collaborative Concept Mapping Instructional Strategy (CCMIS) had significantly higher mean achievement scores than those taught using Concept Mapping Instructional Strategy (CMIS) [F(1, 141)= 437.438, P<0.05] and students taught redox reactions using CCMIS had significantly higher mean retention scores than those taught using CMIS[F(1, 141)= 204.142, P<0.05]. It was recommended among others that chemistry teacher trainees should be trained on the use of CCMIS and serving teachers should be encouraged to use CCMIS.
doi:10.6084/m9.figshare.5764617.v1 fatcat:fjnrocd26zghnlxeaj5zgcbake