The Effect of Concept-Mapping Instructional Strategy on Physics Achievement in Secondary Schools in Ekiti State, Nigeria
The study investigated the comparative effectiveness of concept-mapping instructional strategy and conventional method of presenting secondary school physics concepts to learners. The research study adopted the quasi experimental research design. The population comprises of all senior secondary school II physics students in Ekiti State. Eighty physics students from senior secondary school two were used as sample and were randomly distributed to concept-mapping group and conventional group. They were respectively taught with the concept of motion. The groups were post-tested after two weeks of treatment for any significant difference in the physics achievement. Analysis of the post-test scores indicated that the group taught with concept-mapping instructional strategy performed significantly (P < 0.05) better than the conventional group counterpart. Result established that the concept-mapping instructional strategy when integrated with other method of instruction resulted in improved learning achievement.
Keywords: Physics, Achievement, Concept-Mapping and Gender