Abstract

EFFECT OF CONCEPT MAPPING AND LECTURE INSTRUCTIONAL APPROACHES ON STUDENTS MATHEMATICS ACHIEVEMENT IN SCHOOLS IN DELTA STATE

Omoroh, Peace and Adiri, I. E

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Abstract This study examines the effect of concept mapping and lecture instructional approaches on students achievement in mathematics. One research question and one null hypothesis were raised to guide the study. The design of the study is the non equivalent control group quasi experimental design. The populated consisted of all students in senior secondary II in Delta South Senatorial District of Delta State. A sample of 250 students was selected using simple random method sampling from five secondary schools in Delta South Senatorial District. The instrument for the study was the geometry achievement test (GAT). The reliability coefficient of the instrument was achieved through test and was estimated using Kuder Richardson 21 formula and a reliability coefficient of 0.83 was obtained. The data were collected and analyzed using mean standard deviation and analysis of covariance (ANCOVA). The major findings include amongst others that concept mapping approach and lecture has a significant effect on students? achievement with the mean achievement scores of students taught geometry using concept mapping higher than the mean achievement scores of student taught using lecture instructional approach. It is recommended that mathematics teachers should adopt the use of concept mapping instructional approach in the teaching of mathematics at the secondary school level since it ensures students active involvement and ease understanding of complex concepts. Keywords: concept maps, lecture approach, achievement, geometry.

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