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Effects of concept-mapping and inquiry strategies in teaching difficult curriculum concepts in biology on students’ academic achievement and retention

E. O. Oyovwi

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Int. J. Biosci.18(6), 258-267, June 2021

DOI: http://dx.doi.org/10.12692/ijb/18.6.258-267

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Abstract

This study determined the effects of concept mapping and inquiry method in teaching difficult curriculum in secondary school Biology on students’ academic achievement in Delta State. The study adopted non-randomized pre-test, post- test, control group quasi experimental design and a 3×2×2 factorial design using three research questions and hypotheses. The population consisted of all senior secondary school II (SS II) biology students in Delta South Senatorial districts of Delta state with two hundred and fifty-one (251) students were drawn from six classes. The instrument used was the Biology Achievement Test (BAT) for data collection. Face and content validity of the instrument was ascertained by three experts. The reliability was determined using Kuder-Richardson 21 formula to obtain a reliability coefficient of 0.75. Analysis of Covariance (ANCOVA) and t- test, tested at 0.05 level of significance, mean and standard deviation, were used to analyze the data. The result of the study showed a significant difference between the performance of students exposed to the two experimental groups (Concept-Mapping and inquiry methods) and the control group (lecture method); there was no significant difference in achievement test scores between male and female students taught difficult topics in biology using Concept-Mapping and inquiry; the level of retention was higher with students taught with concept-mapping than those taught with inquiry strategy. Based on the findings, it was concluded that Concept-Mapping will be a suitable method for teaching difficult concepts in biology. It therefore recommends that biology teachers should be retrained on application of Concept-Mapping in biology teaching.

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Effects of concept-mapping and inquiry strategies in teaching difficult curriculum concepts in biology on students’ academic achievement and retention

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