Effect of Hierarchical-Concept-Mapping Strategy on Senior Secondary Two Students’ Achievement in Biology in Jos North, Plateau State, Nigeria
Abstract
This study examined the effect of Hierarchical-concept-mapping strategy on senior secondary two student’s achievement in Biology in Jos North Plateau state Nigeria. Two research questions and two hypotheses guided the study. The study used a Quasi-experimental research design, specifically the non-randomized pre-test-post-test control group design. The population of the study comprised of all SSII students offering Biology in Jos North Local Government Area in Plateau State from the 22 public schools, consisting of 1916 students. The sample size of 110 SSII students offering Biology from two government senior secondary schools were used for the study. Simple random sampling technique was used to select the two schools used. Photosynthesis Achievement Test (PAT) was validated by three experts and used for the study with reliability coefficient of 0.83. The research questions were answered using mean and standard deviation scores while the hypotheses were tested at 0.05 significance level using Analysis of Covariance (ANCOVA). The findings revealed that Students taught using hierarchical-concept-mapping strategy achieved higher scores and significantly better than those taught using lecture method. There was also no significance difference between the achievement of male and female senior secondary two students when taught using hierarchical-concept-mapping strategy. The study recommended among other things, that since hierarchical-concept-mapping is found to be an effective strategy on achievement among Biology students, teachers of this subject should accept it as one of the strategies they can use in teaching and learning of Biology.
Keywords
Hierarchical-Concept-Mapping (HCM) StrategyStudents’ AchievementStudents’ GenderPhotosynthesisBiology
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