Effect of computer based concept mapping on senior secondary school students’ achievement in mathematics in rivers state
Umedo Mashime, Charles-Ogan Gladys Ibibo
This study investigated the effects of Computer Based Concept Mapping (CBCM) instructional strategy on students’ achievement in Mathematics. The achievement of students taught with CBCM was compared with those students taught with problem based learning method (PBLM). In carrying out the study, three research questions were raised and two hypotheses were formulated and tested at 0.05 significant level. Mean and standard deviation were used to answer the research questions. Hypotheses were tested using Analysis of Covariance (ANCOVA). Related literatures were reviewed. The design of the study was a quasi-experimental pre-test post-test control design involving three groups. The population of the study included 1820 SS 11 students in Ahoada East local government area while the sample of the study consisted of 121 Senior Secondary Two (SSII) Mathematics students from two State Government owned Secondary Schools. This was drawn using purposive and simple random sampling techniques from 15 Government Schools and one Federal Government College in Ahoada East Local Government Area of Rivers State. The two schools were assigned to experimental CBCM and one control (PBLM) groups. One instrument, Mathematics Achievement Test (MAT) was developed and validated. An internal consistency of MAT was computed and found to be 0.91 using Kuder –Richardson formula 20 (KR 20). The result of the analysis indicated that CBCM had significant effects on students’ academic achievement in Mathematics. Gender was a significant factor in students’ academic achievement in Mathematics when treated with CBCM. These findings imply that there is the need for mathematics teachers to adopt the use of CBCM in teaching since it is effective in improving students’ achievement in Mathematics. Thus, it is recommended among others,that since the use of CBCM in teaching has been found to enhance the quality of achievement in Mathematics, Mathematics teachers should adopt the use of concept mapping technique as a purposeful strategy in effectively teaching Mathematics.