Comparative effects of two forms of concept-mapping instructional strategies on students’ achievement in evolution

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Date

1998

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Department of Curriculum Studies and Educational Technology,Faculty of Education, University of Ilorin,Ilorin, Nigeria

Abstract

This study determined the effects of student and teacher-centred concept mapping istructional strategies on students' achievement in evolution. it was a quasi-experimental study involving two experimental groups and one control group. Data gathering in the study were analysed using t-test and ANOVA statistical techniques.Results of the study clearly showed that the students and teacher-centred concept mapping instructional strategies significantly enhanced students' achievement in evolution than either the teacher-centred concept mapping instructional strategy or expository instructional strategy.Findings from the study equally revealed that two-way interaction effect of gender and mode of instruction had no significant effect on students' achievement.The researcher recommended the use of student and teacher-centred concept mapping instructional strategy by biology teachers for teaching difficulty theory such as evolution

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Keywords

Concept Map, Concept Mapping, Instructional Strategy, Evolution, Misconceptions

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