Effects of Concept Mapping Strategy on Secondary School Physics Students’ Achievement in Jos, Plateau State, Nigeria
The study was motivated by the increasing poor performance of secondary school students in physics in external examinations which many researchers in physics education attributed it to defective teaching strategies. The study was specifically designed to achieve the following objectives: to determine the levels of achievement of students in physics before and after exposure to concept mapping strategy; to examine the interaction effects of gender; school type and motivation on students’ achievement in physics. two research questions and four hypotheses were formulated to guide the study. The study adopted a quasi-experimental research design. Specifically, the study adopted the non-equivalent pretest-posttest control group design in which intact groups were assigned to experimental and control groups. A sample of 221 students were drawn from 2 secondary schools in Jos. The instrument used for data collection was Students Physics Concepts Achievement Test (SPCAT). The validity of the instruments was determined by three experts one in physics, one in test measurement and evaluation, and the other one in the area of physics education all from the University of Jos. The reliability of (SPCAT) was computed using k-R21 formula. The reliability index of (SPCAT) instrument stood at 0.83. The statistical techniques used in analyzing the data were the mean, standard deviation, simple percentages, pair t-test and independent t-test. The results of the study showed that concept mapping strategy improves students’ achievement in physics. It was also found that concept mapping strategy was effective in enhancing students learning. There was significant difference in the post-test achievement mean scores of students in the experimental and control groups. It was found that no significant difference exist between the post-test achievement mean scores of male and female students exposed to concept mapping strategy. Furthermore, the findings showed that there was no significant difference between the post-test physics achievement mean scores of students in public and private schools exposed to concept mapping strategy. Based on the findings, it was recommended that concept mapping strategy should be employed by physics teachers to teach physics as doing so could help in promoting students’ achievement in physics.
Keywords: Concept mapping, Physics and Achievement.