1Department of Arts and Social Science Education, Ebonyi State University, Abakaliki, Nigeria.
2Department of Arts and Social Science Education, Ebonyi State University, Abakaliki, Nigeria.
3Federal University, Ndufu-Alike Ikwo.
Online published on 11 October, 2017.
This study investigated the effects of concept mapping on students’ achievement in Social Studies. The study area was Abakaliki Education Zone, Ebonyi State, Nigeria. The design of study was quasi-experimental. The sample size was three hundred and twenty (320) JSS II (Upper Basic 8) students from four different schools randomly selected from the zone. Two schools served as control groups and were taught using conventional teaching method. The other two schools served as experimental group and were taught using the concept mapping teaching method. Data were collected using a set of Social Studies Achievement Test (SSAT). Test scores were analyzed for any statistical significant difference. Result showed that concept mapping method had no effect in the mean achievement scores of students taught social studies. Also no significant difference in mean achievement scores of students in control and experimental groups was observed. However an improvement was evident in the gain score of all the experimental schools over the control schools.
Concept mapping strategy, Conventional teaching, Achievement, Social Studies
