EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON STUDENTS’ ACHIEVEMENT AND INTEREST IN SOME VALUE CONCEPTS IN UPPER BASIC EDUCATION SOCIAL STUDIES: IMPLICATION FOR SUSTAINABLE DEVELOPMENT
Prof. Samuel Agozie Ezeudu, Monday Sampson & Ogochukwu Stella Okafor
Department of Social Science Education
University of Nigeria, Nsukka
This study determined the effect of concept mapping instructional strategy on students’ achievement and interest in value concepts in Junior Secondary School Social Studies for sustainable development. The study was conducted in Umuahia Education Zone and adopted non-equivalent quasi-experimental research design. Six research questions and six hypotheses guided the study. The population of the study was 3,606 JSS2 students offering Social Studies. The sample size of the study was 160 JSS2 students. Purposive sampling technique was used to select four intact classes. Concept mapping instructional strategy was used to teach experimental group while lecture method was used to teach the control group. Two instruments, social studies achievement test (SOSAT) and social studies interest inventory (SOSII), developed by the researchers were used for data collection. The instruments indicated positive correlation coefficient of 0.82 and 0.87 for SOSAT and SOSIS respectively. Mean was used to answer research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significant. The findings of the study were that concept mapping instructional strategy has positive effect on students’ achievement and interest in value concept in Social Studies; that gender has no significant influence students’ achievement and interest when taught value concepts using concept mapping; that location has significant influence students’ achievement and interest when taught value concepts using concept mapping. The study recommends that teachers should adopt concept mapping strategy in teaching value concepts for sustainable development and that quality education should be provided in rural areas for sustainable development.
Key words: Social Studies, Concept mapping, Achievement, Interest, Gender and Location.