Evaluating the Effectiveness of Concept Mapping Approaches on Students’ Performance in Home Economics in Akwa Ibom State, Nigeria
Etebong Gabriel Udobong, Rosemary Collins Piate, PhD, Juliet Emmanuel Otu
Abstract
The study evaluated the influence of concept mapping teaching methods on the academic performance of Home Economics students in Etinan Local Government Area of Akwa Ibom State, Nigeria. Specifically, it examined the effects of diagrams, hierarchical structures and charts on students’ understanding and achievement. Three research questions and three corresponding null hypotheses guided the study. A survey research design was adopted and the population comprised 182 Home Economics students from eleven public secondary schools, including 116 females and 66 males. Purposive sampling was used to select 75 students, consisting of 45 females and 30 males. Data were collected using a structured 5- item questionnaire on a 5-point Likert scale, which was validated by three experts and trial- tested for reliability, yielding a Cronbach Alpha coefficient of 0.88. Descriptive statistics (mean and standard deviation) were employed to answer the research questions, while independent t-test statistics were used to test the hypotheses at a 0.05 level of significance. Findings revealed that the use of diagrams, hierarchical structures and charts as concept mapping teaching methods positively influenced students’ comprehension and academic performance in Home Economics, with female students reporting slightly higher mean scores than male students. The tested hypotheses indicated no significant gender differences in the influence of these teaching methods. The study concluded that concept mapping strategies enhance understanding, retention and application of Home Economics concepts. The study recommended the integration of these methods into classroom instruction and teacher training programs to improve students’ learning outcomes and promote inclusive, effective pedagogical practices.
Keywords
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