Effect of Concept-Mapping Strategy on Academic Performance and Retention in Genetics among Secondary Biology Students in Katagum Zonal Education, Bauchi State- Nigeria

Abstract

The study investigated the effect of concept-mapping strategy on academic performance and retention in Genetics among secondary school Biology students in Katagum Zonal Education, Bauchi State-Nigeria. The study adopted Quasi-experimental design specifically, pre-test post-test non-equivalent control group design. The population of the study comprised a total number of 7,707 SS2 Biology students from 50 public secondary schools in Katagum Zonal Education. Multistage sampling techniques were used to select a sample of 103 Biology students from two co-educational schools. Genetics Performance Test (GPT) was the instrument used for data collection which was validated by experts. The reliability coefficient of the instrument was 0.88 determined using Pearson Product Moment Correlation statistics. Four research questions and four null hypotheses guided the study. Research questions were answered using Mean and Standard Deviation statistics. The null hypotheses were tested at 0.05 level of significance using Independent Samples t-test. The findings revealed that students who were exposed to concept-mapping strategy performed and retained significantly better than those who were exposed to lecture method. The finding also revealed that male and female students in the experimental group do not significantly differ in their academic performance and retention abilities. Based on the findings of this study, it was recommended among others that, Biology teachers should frequently employ the use concept-mapping strategy in teaching abstract concepts in Biology like Genetics to promote students’ academic performance. Government at all levels should train teachers by organizing seminars, conferences and workshops on learning how to teach using concept-mapping strategy.