Concept mapping instruction produces significantly higher basic science achievement than conventional teaching among Nigerian junior secondary students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught basic science with concept mapping scored significantly higher on achievement than students taught with the conventional method (F-cal 25.287 vs critical 3.84). → Ukpai Patricia Ogonnaya 2016

Evidence¶

Ukpai Patricia Ogonnaya 2016¶

Ukpai Patricia Ogonnaya, Gabriel Okafor, Okechukwu S. Abonyi, J.O Ugama. (2016). Effects of Concept Mapping Instruction Approach on Students’ Achievement in Basic Science. Journal of Education and Practice, Vol.7, No.8. https://eric.ed.gov/?id=EJ1095361

q2 · i? · causal · r1

Quasi-experimental pretest-posttest non-equivalent control group study; 70 treatment and 52 control students taught the same content for four weeks. ANCOVA on adjusted posttest means (47.07 vs 37.00) showed "the calculated F-ratio (F-cal) is 25.287" exceeding the critical value, so the null hypothesis was rejected.

"For hypothesis 1, result in table 7 shows that the calculated F-ratio (F-cal) is 25.287 while the critical value (F-critical) at alpha level of 0.05 is 3.84."

Discussion¶

Related Claims¶

• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — related
• No significant interaction between gender and instructional method on basic science achievement — related