EFFECTS OF CONCEPT MAPPING ON THE TEACHING AND LEARNING OF MATHEMATICS AMONG THE JUNIOR SECONDARY SCHOOLS
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ABSTRACT
This study examines the effect of
concept mapping on the teaching and learning of mathematics among Junior
Secondary School in Ikere Local Government Area of Ekiti State. This is a quasi-experimental
pre-test and post-test design. The study comprises of twenty mathematics
teacher and two hundred students selected using simple random sampling
techniques and purposive sampling techniques for the selection of five private
and public schools. Mathematics Achievement test was used for data collection.
t-test statistics was used to test hypotheses 1, 2 and 4 while Analysis of
variance (ANOVA) was used to test hypothesis 4. The result showed that there
was difference between the pre-test and post-test achievement scores of
students exposed to the concept mapping strategy and those exposed to the
regular teaching method. There was also difference between students’ analysis,
synthesis and evaluation level of cognition after being exposed to concept
mapping strategy. Male student were found to perform better than female
students taught mathematics with the use of concept mapping strategy. Therefore,
the researcher recommend that the use of concept mapping strategy should be
encouraged among mathematics teacher, school management, authorities,
government should organize training, seminars, workshop for mathematics teachers
on how to appropriately make use of concept mapping strategy and concept
mapping strategy should be students centred.
concept mapping on the teaching and learning of mathematics among Junior
Secondary School in Ikere Local Government Area of Ekiti State. This is a quasi-experimental
pre-test and post-test design. The study comprises of twenty mathematics
teacher and two hundred students selected using simple random sampling
techniques and purposive sampling techniques for the selection of five private
and public schools. Mathematics Achievement test was used for data collection.
t-test statistics was used to test hypotheses 1, 2 and 4 while Analysis of
variance (ANOVA) was used to test hypothesis 4. The result showed that there
was difference between the pre-test and post-test achievement scores of
students exposed to the concept mapping strategy and those exposed to the
regular teaching method. There was also difference between students’ analysis,
synthesis and evaluation level of cognition after being exposed to concept
mapping strategy. Male student were found to perform better than female
students taught mathematics with the use of concept mapping strategy. Therefore,
the researcher recommend that the use of concept mapping strategy should be
encouraged among mathematics teacher, school management, authorities,
government should organize training, seminars, workshop for mathematics teachers
on how to appropriately make use of concept mapping strategy and concept
mapping strategy should be students centred.
TABLE OF CONTENT
Title
Page……………………………………………………………………i
Page……………………………………………………………………i
Certification…………………………………………………………………ii
Dedication………………………………………………………………..…iii
Acknowledgement………………………………………………………….iv
Abstract
……………………………………………………………………vii
……………………………………………………………………vii
Table
of Content……………………………………………………………ix
of Content……………………………………………………………ix
CHAPTER ONE:
INTRODUCTION
INTRODUCTION
1.1 Background
to the Study……………………………………………….1
to the Study……………………………………………….1
1.2 Statement
of the Problem……………………………………………….3
of the Problem……………………………………………….3
1.3 Purpose
of the Study……………………………………………………4
of the Study……………………………………………………4
1.4 Research
Question………………………………………………………4
Question………………………………………………………4
1.5 Research
Hypothesis……………………………………………………5
Hypothesis……………………………………………………5
1.6 Significant
of the Study…………………………………………………6
of the Study…………………………………………………6
1.7 Scope
of the Study………………………………………………………6
of the Study………………………………………………………6
1.8 Definition
of Terms……………………………………………………..6
of Terms……………………………………………………..6
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
REVIEW OF RELATED LITERATURE
2.1
Meaning of Concept Mapping………………………………………….8
Meaning of Concept Mapping………………………………………….8
2.2
Relevant of Concept Mapping…………………………………………15
Relevant of Concept Mapping…………………………………………15
2.3
Effect of Concept Mapping in Science ………………………………..20
Effect of Concept Mapping in Science ………………………………..20
2.4.
Effect of Concept Mapping in Mathematics………………………….22
Effect of Concept Mapping in Mathematics………………………….22
2.5
Application of Concept Mapping to Mathematics …………………..24
Application of Concept Mapping to Mathematics …………………..24
2.6
Conceptual Change and Meaningful Learning in Mathematics ……..29
Conceptual Change and Meaningful Learning in Mathematics ……..29
2.7
Appraisal of the Reviewed Literature ………………………………..32
Appraisal of the Reviewed Literature ………………………………..32
CHAPTER THREE:
RESEARCH METHOD
RESEARCH METHOD
3.1
Research design………………………………………………………..34
Research design………………………………………………………..34
3.2
Population………………………………………………………………35
Population………………………………………………………………35
3.3
Sample and Sampling Techniques…………………………………….35
Sample and Sampling Techniques…………………………………….35
3.4
Research Instruments………………………………………………….35
Research Instruments………………………………………………….35
3.5
Validity of the Instrument…………………………………………….36
Validity of the Instrument…………………………………………….36
3.6
Reliability of the Instrument…………………………………………..36
Reliability of the Instrument…………………………………………..36
3.7
Method of Data Collection…………………………………………….36
Method of Data Collection…………………………………………….36
3.8
Data Analysis………………………………………………………….37
Data Analysis………………………………………………………….37
CHAPTER FOUR:
RESULTS AND DISCUSSION
RESULTS AND DISCUSSION
Hypothesis
I…………………………………………………………………38
I…………………………………………………………………38
Hypothesis
II………………………………………………………………..39
II………………………………………………………………..39
Hypothesis
III……………………………………………………………….40
III……………………………………………………………….40
Hypothesis
III……………………………………………………………….42
III……………………………………………………………….42
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary………………………………………………………………..45
5.2 Conclusion………………………………………………………………46
5.3
Recommendation……………………………………………………….46
Recommendation……………………………………………………….46
5.4 Limitation
of the Study…………………………………………………47
of the Study…………………………………………………47
5.5 Suggestion
for Further Study…………………………………………..47
for Further Study…………………………………………..47
References…………………………………………………………………..48
Appendix……………………………………………………………………56
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