EFFECTS OF GENDER AND CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON STUDENTS’ ACHIEVEMENT IN CHEMISTRY
Abstract
This study is to determine the effects of gender and concept mapping instructional strategy on students’ achievement in chemistry. The research design used for the study is quasi-experimental that involved pre-test, post-test and control group. A total of 200 SS II Chemistry Students in Ila Local Government Area of Osun State took part in the study. Two groups of students were involved; the experimental group (Group A) comprised of 60 males and 40 females and was taught using concept mapping instructional strategy. The second group, which was the control group (Group B), comprised of 60 males and 40 females was taught using lecture method. The instrument had two sections, Section A and section B in the instrument, section A sort for Bio-Data information of the respondents and Section B contain 25 chemistry questions of four options of which only one of the option is the correct answer. The instrument used was a Chemistry Achievement Test (CAT). Results showed that students taught with concept mapping instructional strategy performed significantly better than their counterparts taught using concept mapping instructional strategy (t=16.38; P
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