CONCEPT MAPPING STRATEGY ON SECONDARY SCHOOLS BIOLOGY STUDENTS INTEREST AND ACADEMIC PERFORMANCE IN INI LOCAL GOVERNMENT AREA AKWA IBOM STATE
TABLE OF CONTENTS
Cover page
Title Page i
Certification ii
Acknowledgements iii
Table of contents iv
List of tables vii
Abstract viii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 4
1.3 Aim and Objectives of the Study 5
1.4 Research Questions 5
1.5 Hypotheses 6
1.6 Significance of the Study. 6
1.7 Scope of the Study 7
1.8 Area of Study 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Conceptual Framework ` 9
2.1.1 Concept Mapping as a Teaching Strategy 9
2.1.2 The concept of academic performance 12
2.1.3 The Concept of Academic Interest 13
2.1.4 The Concept of Gender Performance 16
2.1.5 Academic performance in Biology and its Impediments 17
2.2 Theoretical Review 19
2.2.1 Ausubel’s Learning Theory 19
2.2.2 Jerome Bruner’s Learning Theory 24
2.2.3 Piaget’s Theory of Learning 27
2.2.4 Implication of Piaget’s Theory to the Study 29
2.3 Empirical Review 30
2.3.1 Concept Mapping and Student Performance 30
2.3.2 The Concept of Gender and Performance 33
2.3.3 Interest and Students Performance 40
2.4 Summary of Literature Reviewed 43
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 45
3.2 Population for the Study 46
3.3 Sample and Sampling Techniques 46
3.4 Instrument for Data Collection 46
3.5 Validity of the Instrument 47
3.6 Reliability of the Instrument 47
3.7 Administration of Instrument 48
- 8 Method of Data Analysis 48
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Presentations of Data 49
4.2 Analysis of Data 49
4.3 Discussion of Results 57
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of Study 60
5.2 Conclusion 61
5.3 Recommendations 61
5.4 Contributions to Knowledge 62
REFERENCES 63
APPENDIX 71
LIST OF TABLES
3.1: Sample Distribution 46
3.2: Specification for Biology Performance Test 47
4.1: Mean and Standard Deviation of Pre-Test and Post-Test Scores of Concept
mapping and lecture Method in the Biology
Achievement Test 49
4.2: Mean and Standard Deviation of Pre-test and Post-test Scores of Concept
mapping and lecture Method in the Biology Achievement Test 50
4.3: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores of Gender exposed to Teaching strategies. 51
4.4: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores of Gender exposed to Concept mapping. 52
4.5: Mean and Standard Deviation of Pre-test and Post-test Achievement
Scores and teaching Strategies and Gender. 53
4.6: Mean and Standard Deviation of Pre-test and Post-test interest Scores
and teaching Strategies and Gender 54
.
4.7: Summary of ANCOVA of students’ achievement Biology using Concept
mapping and those taught Biology using lecture method 55
4.8: Summary of ANCOVA of students’ interest in Biology using Concept
mapping and those taught Biology using lecture method 56
ABSTRACT
The study investigated concept mapping strategy on secondary school student’s performance and interest in Biology in Ini Local Government Area of Akwa Ibom State. The design of the study was quasi experimental pre-test, post-test and control group.. The population comprised 1511 SS2 students from Eight secondary schools, where 100 students ) were randomly selected from two schools to form the sample size. Four research questions and four hypotheses guided the study. The research instruments were Biology performance test(BPT) and the questioner titled Biology interest scale (BIS). The instruments were validated and the reliability was established using the test re-test method. A reliability coefficient of 0.83 and 0.80 obtained using person product moment correlation for Biology performance test and Cronbach alpha for biology interest scale. Mean and standard deviation were used to test the hypothesis sat 0.05 alpha level of significance. Result from the study revealed that student exposed to concept mapping strategy performance significantly higher than those in the control group. Also male students exposed to concept mapping strategy performance significantly than female counter part. It was recommended that federal and state government and other bodies should organized teaching workshop, seminars and regular in service innovation oriented training programme for teachers on the use of concept mapping strategy, as an efficient and effective teaching strategy in there to update their strategy for teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Biology is the natural science that studies life and living organisms, including their physical structures. Despite the complexity of the science, there are certain unifying concepts that consolidate into a single coherent field . Teaching biology as a subject in secondary schools is faced with many problems. The poor academic performance of students in Biology as indicated in the report of WAEC results has become a persisted public outcry as regards the falling standard of Biology education. Science subjects are really facing problem. Biology is a science subject comprising curriculum content from microscopic organisms to the biosphere in general, encomprising the earth’s surface and all living things, Biology occupies a unique position in the school curriculum, and is central to many sciences related disciplines such as medicine, pharmacy, agriculture, nursing and biochemistry. The knowledge of Biology, chemistry and physics which have been crystallized into concepts, empirical laws and theories from the basis of our material comfort. The knowledge of this subject also contributes to scientific literacy so that people can inform choices about their health care.
Performance of the learners in Biology over the years has been poor in the West African examination despite the fact that Biology is very important and vital to human progress. Council WAEC (2012 – 2016) as reflected in the chief examination’s annual report.
CONCEPT MAPPING STRATEGY ON SECONDARY SCHOOLS BIOLOGY STUDENTS INTEREST AND ACADEMIC PERFORMANCE IN INI LOCAL GOVERNMENT AREA AKWA IBOM STATE
