Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

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

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 teachingConcept mapMind mapMotivation Achievement Retention.

References

Achuonye, K. A. (2015). Predominant teaching strategyies in schools:Implication for curriculum implementation in mathematics, science and technology. academicjournals. http://www.academicjournal.org/ERR Akinwumi, I O.; Olojo, O. J.,Falemu, F. A., Olu-Ajayi, F. E., Daramola, M. A.., Kenni, A. M., Ojo, A. A. (2024). The role of technology on Biology Education in Nigerian Secondary schools: A review. Journal of Liaaning Technical University Natural Science Edition, 1 (18);113-127. http://www.1gidxcn.asia/ Almulla, M. A. & Alamri M. M (2021). Using conceptual mapping for learning to affect students’ motivation and academic achievement. Sustainability 13(7).1307-4029 .http://doi.org/10.3390/su13074029 Arokoyu, A. A. & Obunwo, J. C. (2014). Concept-mapping: An instructional strategy for retention of organic chemistry concepts. International Journal of Scientific Research and Innovative Technology, 1(3), 50-57. Archer, A. L. & Hughes, C. (2024). 16 Elements of Explicit Instruction. http://www.readingrockets.org Academic Staff Union of Universities ([ASUU] 2025). ASUU queries schools over students’ SSCE performance. http://www.businessday.ng>education>article Australian Education Research Organization ([AERO] 2024). Explicit instruction. http://www.edresearch.ed.au Balim, A. G. (2013). The effect of mind mapping applications on upper primary students’ success and inquiry-learning skills in science and environmental education. International Research in Geography and Environmental Education, 22(4 ), 337-352. http//www. tandfonline.com Batdi, V. (2015). A meta-analysis study of mind mapping techniques and traditional learning methods. Anthropologist. 20(1, 2), 62-68. Benue State Government (2023). Student enrolment at the secondary school level in Benue State: Directorate of planning, research, statistics and computer. Caraan, J. M. D. (2023). Effect of explicit instruction on mathematics achievement and motivation of Grade 9 Learners in La Trinidad Academy. International Journal of Research Publication 12(1), 112-128 DOI 10.4719IJRP.0012917202235250. Centre for Teaching and Learning (2020). Concept Mapping. ctl.byu.edu>tip>concept .mapping Hasan, Z.; Khurram B. A. & Iqbal, A. (2023). An impact of explicit teaching of reading strategies on reading motivation of Pakistani ELS learners. Sir Syed Journal of Education and Social Research. 6 (2), 126- 137. DOI:http://dci.org/10.30902/sjesr-vols-isse2-2023 (126-137) Agaba, K. C. (2013). Effect of concept mapping instructional strategy on students’ retention in biology. African Education Indices, 5(1), 1 – 8 Kola, A.J & Langenhoven, K. (2015). Teaching method in scienceeducation: The need for aparadigm shift tp peer instruction (PI) in Nigerian schools. International Journal of Academic Research and Reflection. 3(6), 2015; 6- 15. http://www.idpublications.org Litemind (2019). What is mind mapping? and how to get started immediately https://litemind.com/what-is-mind-mapping/ Lucid (2019). What is a concept map? https://www.lucidchart.com/pages/concept-map Mahasneh, A. M. (2017). The effect of using electronic mind mapping on chievement and attitudes in an Introduction to Educational Psychology Course. The New Educational Review 47 (1): 295-304 http//www.researchgate.net. Marashi, H. & Kangani, M. (2018). Using concept mapping and mind mapping in descriptive and narrative writing classes. Journal of Language and Translation. 8 (2): 93 – 106 NSW Department of Education (2024). Theme 2-explicit teaching. http.//www.education nsw.gov au>what-works-best. Oguejiofor, C. N. (2020). Effect of explicit instruction on student achievement and attitude towards basic science in Lagos State. Online Journal of Educational. Science and Technology 1(2), 18-34. www.//nojest.unilag.edu.ng Pinola, M. (2013). How to use mind maps to unleash your brains creativity and potential https://lifehacker.com/how-to-use-mind-maps-to-unleash-your-brains- creativity- Sari, R., Sumarmi S., I, K. A., Utomo,D. H., & Ridhwan, R. (2021). Increasing students’ critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning 16 (3), 4-19.http://doi.org/10.3991/ijet.v16i03.16515 Sundho, A. N, & Ali M. A. (2023). Effect of explicit teaching modelling on academic achievement of primary level students in mathematics: An experimental study in Gujrat Paskistan. Annual Human and ocial Science 4 (2), 25-35 DOI: 10.35484/ahss.2023 (4-II) 04 Shaimaa, S. A., Ahmed S. E. & Adel, E. (2018). The effect of concept mapping and mind mapping utilization on students’ understanding level: An empirical study proceedings. of the Eighth International Conference on Concept Mapping Medellín, Colombia Tarkashvand, Z. (2015). The comparative effect of mind mapping and concept mapping on EFL learners’ vocabulary achievement. International Journal of Scientific and Engineering Research, 6(2), 652- 674 http://www.ijser.org WETA (2019). Concept maps. http//www.readingrockets.org. Zaferis, S. (2022). What is explicit instruction and how can teachers use it? http.//.www. getatomi.com.