IIARD International Institute of Academic Research and Development

JOURNAL OF BIOLOGY AND GENETIC RESEARCH (JBGR )

E-ISSN 2545-5710
P-ISSN 2695-222X
VOL. 11 NO. 2 2025
DOI: 10.56201/jbgr.vol.11.no2.2025.pg59.73

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Effect of Explicit Teaching, Concept Mapping and Mind Mappings Instructional Approaches on Students’ Motivation, Achievement, and Retention in Secondary School Biology in Benue State, Nigeria

Erukaa, Terna dorcas, Laagye Zachariah

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Abstract

This study investigated the effect of explicit teaching, concept and mind mappings on students’ motivation, achievement and knowledge retention in biology at the secondary school level in Benue State. Three null hypotheses tested at 0.05 level of significance were formulated to guide this study The population of the study consisted of 20,699 Senior Secondary School II students who studied biology in the 2024/2025 academic session in all the 394 Senior Secondary Schools in Benue State The design adopted for this study was non-randomized pre-test - post-test quasi- experimental design. A sample of 315 students in nine intact classes were purposively from nine secondary schools; three each from the three education zones in Benue State. The three classes in each zone were purposively assigned to the three experimental groups; explicit teaching, concept mapping and mind mapping groups respectively. The instruments for data collection were Biology Learning Motivation Questionnaire (BLMQ), Biology Achievement Test (BAT) and Biology Retention Test (BRT). Data analysis was carried out using mean, standard deviation, and Welch Analysis of Variance. Results from analysis of data showed that there was no statistically significant difference in the mean motivation scores of the three groups of students, F(2, 312) = 0.89, p=0.41. On students’ academic achievement, the study established a statistically significant difference in the mean achievement scores of the groups, F (2,312) = 58.321, p=0.01. The concept mapping group was shown to be superior to the explicit teaching and mind mapping groups in enhancing academic achievement. Similarly, a significant difference was observed in the mean retention scores of the three groups F(2,312) = 7.79,p=0.001. Here too the concept mapping group outperformed the explicit teaching and mind mapping group. In both achievement and retention, the mean scores of mind mapping were significantly higher than

keywords:

Explicit teaching, Concept map, Mind map, Motivation Achievement Retention.

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