Effect of Concept Mapping Instructional Strategy on Students' Interest and Achievement in Economics Based on Gender in Ikara, Kaduna State

Bulus; Manasseh; Prof. Ahmed Henry Eggon; Augustine S. Azi PhD

doi:10.56201/ijee.v12.no.2.2026.pg817.828

📄 Download Paper

Effect of Concept Mapping Instructional Strategy on Students' Interest and Achievement in Economics Based on Gender in Ikara, Kaduna State

Bulus, Manasseh, Prof. Ahmed Henry Eggon, Augustine S. Azi PhD

Abstract

This study investigated the Effects of Concept Mapping Instructional Strategy on Students' Interest and Achievement in Economics Based on Gender in Ikara, Kaduna State, Nigeria. Two research questions and two hypotheses guided the study, which adopted a quasi-experimental design, specifically a pre-test, post-test non-equivalent control group design. The population comprised 3,058 Senior Secondary School Two students across 11 public senior secondary schools. From this population, two intact SSII Economics classes were purposively selected from two co- educational public secondary schools within the study area. One intact class served as the experimental group with 39 students (27 males and 12 females), while the other served as the control group with 37 students (20 males and 17 females). In total, the sample comprised 76 students: 46 males and 30 females. Intact classes were used to avoid disruption of normal school activities. Two instruments, the Economics Achievement Test and the Economics Interest Inventory , were developed and validated by experts from Nasarawa State University, Keffi. The validation yielded a validity index of 0.76 for the EII and 0.76 for the EAT. Reliability of the EAT was established using the Kuder-Richardson (KR-21) formula, producing a reliability index of 0.82, while the EII was tested with Cronbach’s Alpha, yielding 0.75. Means and standard deviations were used to answer the research questions, and ANCOVA was employed to test the null hypotheses at the 0.05 level of significance. Findings revealed that the concept mapping technique. Findings revealed that the concept mapping technique was more effective than the discussion method in enhancing students' achievement and interest in Economics. Students taught with concept mapping performed significantly better academically and demonstrated greater IJEE IJEE www.ijee.io interest compared to those taught with the discussion method, with slight variations observed based on gender.

Keywords

Concept MappingEconomics EducationAcademic AchievementStudent InterestGender

References

Abdullahi, S., Garba, M., & Tanko, I. (2022). Effecrs of concept mapping strategy on students’ achievements an=d interest in Biology in Kaduna State, Nigeria. Journal of science Teachers Association of Nigeria, 57(1) 45-56. Adebayo, F., & Musa, S. (2021). Economics and rational allocation of scarce resources among economic agents. Journal of Economics and Social Science Education, 7(1), 33-46. Adebayo, K. O., & Salami, T. A. (2023). Teaching methods, instructional materials and students’ academic achievement in secondary schools Rconomics in Oyo State, Nigeria. Journal of Economics Education Research, 7(2), 45-58. Adu, E. O., & Olutunji, M. O. (2018). Teaching methoids and students academic performance in senior secondary school social studies in Ondo State, Nigeria. Journal of Education and Practice, 9(24), 102-110. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2017). How learning works: Seven research-based principles for smart teaching (2nd ed.). Jossey- Bass. Azi, A. S., & Drenkat, N. K. (2021). Principles of economics education. Jos University Press. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice- Hall. Bello, R. A., & Sani, M. U. (2022). Gender, sociocultural factors and students’ interest in senior secondary school Econonics in Katsina State, Nigeria. Journal of Gender and Education in Africa, 5(1), 61-74. Bulus, J., & Ahmed, T. (2023). Concept mapping and students’ understanding of abstract Economics concepts in senior sevcondary schools in Plateau State, Nigeria. Nigerian Journal of Economics and Sociual Studies Education, 8(1), 27-39. Chukwu, I.O., & Nwosu, A.A. (2023). Effects of concepts mapping on students’ academic achievement in secondary schools in Enugu State. African Journal of Educational Research, 26(2), 134-148. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2017). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Education Endowment Foundation. (2021). Teaching and learning toolkit: Collaborative learning approaches.Education Endowment Foundation. https://educationendowmentfoundation.org.uk Eze, C. N., & Johnson, T. A. (2022). Repositioning Economics education for national development and global relevance in 21st century. International Journal of Economics, Commerce and Management, 10(5), 124-138. Federal Ministry of Education. (2022). [Title of policy document or report]. Federal Ministry of Education, Nigeria. Federal Ministry of Education.(2022). National education sector plan 2022-2026. Abuja, Nigeria: Federal Ministry of Education Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Hyde, J. S. (2016). Gender similarities and differences. Annual Review of Psychology, 67, 293– 324. https://doi.org/10.1146/annurev-psych-122414-03333 IJEE IJEE www.ijee.io Ibrahim, M., & Yusuf, A. (2021). Teacher-centred methods and students academic achievement in senior secondary Economics in Nigeria. Journal of Curriculum and Instruction, 12(1), 55-68. Novak, J. D., & Cañas, A. J. (2021). Learning, Creating, and using knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed.). Routledge. Cognition. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConcept Maps.pdf Okonkwo, P.C. (2023). Instructional methods and students’ academic performance in senior secondary school Economics in Enugu State, Nigeria. International Research and Development, 9(3), 102-115. Okoro, C.O., & Bello, R. A. (2024). Classroom conditions, students’ engagement and academic achievement in senior secondary school Economics in Nigeria. African Journal Research and Development, 1291), 33-49. Umar, A. S., & Dada, O.T. (2023). Instructional strategies and gender diffrences in academic performance in senior secondary scholl Economics in Kano State, Nigeria. International Journal of Educational Innovation and Development, 11(2), 89-103. West African Examinations Council. (2024). WASSCE chief examiners' report. Lagos: WAEC.

Effect of Concept Mapping Instructional Strategy on Students' Interest and Achievement in Economics Based on Gender in Ikara, Kaduna State

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION