International Journal of Academic Research in Education and Review

Vol. 9(6), pp. 267-273, July 2021

ISSN: 2360-7866

https://doi.org/10.14662/ijarer2021.255

 

Full Length Research

 

 

Effects of Collaborative Concept Mapping Teaching Approach on Students’ Academic Achievement in Mathematics in Junior Secondary Schools in Batagarawa Local Government Area of Katsina State

 

1Sunday, A. O., 2Olaoye, A. E. and 3Audu, Hauwa

 

1Department of Science and Environmental Education, Faculty of Education, University of Abuja Phone No: + 2348036824287. Corresponding author’s E-mail: sunday.olanrewaju@uniabuja.edu.ng

2Department of Curriculum Studies, School of Education, Federal College of Education Katsina Phone No: +2347030505646, E-mail: olaoyeemmanuel4@gmail.com

3Department of Primary Education Studies, School of Early Childhood and Primary Education, Federal College of Education Katsina. Phone No: + 2348036264107, E-mail: hauwaauduedoh@gmail.com

 

Accepted 6 July 2021

Abstract

Abstract: This study set out to examine the effect of collaborative concept mapping teaching approach on students’ academic achievement in mathematics in junior secondary schools. The research adopted quasi-experimental non- randomized pre-test, post- test, control group design. Data was collected from a sample of students comprising 84 boys and 61 girls from two randomly selected public junior secondary schools in the Batagarawa Local Government Area of Katsina state. Collaborative concept mapping teaching approach was used for the experimental classes while the control classes were taught using the conventional method. A 40 item instrument called Mathematics Achievement Test (MAT) developed by the researcher with a reliability coefficient of 0.88 using Kuder-Richardson formula 21 was used for data collection. Data collected were analyzed using descriptive statistics of mean and standard deviation for answering the research questions and t-test at coefficient alpha level of 0.05 for testing the hypotheses. The results showed that there was significant difference between the achievement of students taught with collaborative concept mapping teaching approach and their counterpart in the control group. Collaborative concept mapping teaching approach was found to be gender friendly as both male and female students performed equally. Based on these findings, it was recommended that mathematics teachers should be encouraged to incorporate collaborative concept mapping teaching approach to their teaching methods. Seminars, workshops and conferences should be organized to train teachers on the use of the reality pedagogy approach.

 

Keywords: Collaborative Concept Mapping, Concept Mapping, Mathematics, Achievement and Conventional method

Paper type: research