EFFECT OF MIND-MAPPING TEACHING STRATEGY ON SECONDARY SCHOOL STUDENT’S ACADEMIC ACHIEVEMENT IN BIOLOGY IN AWKA SOUTH LOCAL GOVERNMENT AREA

Abstract

The study investigated the effect of mind-mapping teaching strategy on the secondary school biology student’s achievement in Awka South Local Government Area. To achieve the purpose of the study, two research questions formulated and three null hypotheses tested at 0.05 level of significance guided the study. The study adopted quasi-experimental design, specifically the non-randomized control group design. The sample of the study comprised 100 SSI biology students drawn, from the 1810 (687 males and 1123 females) SS1 students in the 19 government owned schools in Awka south local government Area of Anambra state, using multistage sampling procedure. The experimental group was taught using the mind-mapping teaching strategy while the control group was taught using the conventional lecture method (CLM). A Biology Achievement Test (BAT), with reliability coefficient of 0.85 established using Kuder Richardson-20, was used to collect data for the study. The data collected were analyzed using mean and standard deviation to answer the research questions while the hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA). Consequent upon the findings of the study, it was concluded that mind-mapping teaching strategy positively affects students’ achievement in biology. In addition, the findings revealed that the effect is stronger on male students’ achievement than on their female counterparts. More so, it was concluded that the effect of mind-mapping teaching strategy on students’ achievement based on gender is significant. The study also made recommendations based on its findings one of which states that biology teachers should incorporate mindmaps and mind-mapping teaching strategy in the teaching of the subjects.