EFFECTIVENESS OF CONCEPT MAPPING AS AN INSTRUCTIONAL STRATEGY FOR IMPROVING SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN ACID, BASE AND SALTS IN TARABA STATE, NIGERIA

Abstract

This study investigated the effectiveness of Concept mapping as an instructional strategy for improving secondary school students’ achievement in acids, base and salts in Jalingo Education Zone of Taraba State, Nigeria. Quasi- experimental research design was used for the study. Sample of 150 Chemistry students from four intact classes were randomly selected from Government Secondary Schools in Jalingo Education Zone, Taraba State. Chemistry Achievement Test (CAT) with reliability index of 0.92 was used for data collection.  Data collected were analyzed using mean, standard deviation, t-test and Analysis of Covariance (ANCOVA). Findings of the study revealed a significant difference in the mean achievement scores of students taught acids, base and salts in chemistry using Concept mapping and lecture method. Findings on gender however, revealed that there is no statistically significant difference in the mean achievement scores of male and female students taught acids, base and salts in chemistry using Concept mapping. Based on the findings, it is evident to conclude that the use of Concept mapping teaching strategy enhances achievement of students in chemistry than the lecture method of teaching. It is therefore recommended that pre-service and in-service teachers should be trained and encouraged to use Concept mapping teaching strategy since it gender friendly teaching strategy.