Effects of Concept Mapping and Brainstorming Instructional Strategies on Junior Secondary School Students’ Achievement in Social Studies in Mubi Educational Zone, Nigeria

Filgona, Jacob; Filgona, Joel; Sababa, Linus K.; Ndatuwong, Lazarus G.

doi:10.9734/bjesbs/2016/29057

Cited by 5 publications

(4 citation statements)

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“…Maps can also be used to brainstorm, activate background knowledge and generate synonyms and antonyms. According to Filgona et al (2016), concept maps are forms of graphic organisers which help students to perceive the relationships between concepts through diagrammatic representation of concepts using key words associated with them. These maps help to facilitate logical thinking by provoking the students to remember concepts that can be used to illustrate a general idea.…”

Section: Conceptual Reviewmentioning

confidence: 99%

Effects of graphic organisers on junior secondary school students' achievement in composition writing

Enighe

2024

IJEASA

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The study set out to investigate the effect of graphic organisers on junior secondary school students' achievement in composition writing in Jos East LGA, Plateau State. The study was guided by two research questions and two hypotheses. The sample of the study comprised 159 junior secondary students selected from two government secondary schools in Jos East LGA, Plateau State using a simple random sampling technique. The study adopted a quasi-experimental non-equivalent pre-test post-test research design. Two intact classes were assigned the experimental group and the other two, control group. Data were gathered using composition writing achievement test (CWAT) which was an instrument designed by the researchers. Mean and standard deviation were used to answer the research questions and analysis of covariance (ANCOVA) were used to test the hypotheses. Hypotheses tested revealed that students exposed to graphic organisers in composition writing exhibited higher achievement than those who were taught writing using the traditional methods. Based on the findings, it was recommended that teachers of English language should use graphic organisers in teaching writing and that more emphasis should be laid on other pre-writing activities that will develop students' writing skills, among other recommendations.

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Section: Conceptual Reviewmentioning

confidence: 99%

Effects of graphic organisers on junior secondary school students' achievement in composition writing

Enighe

2024

IJEASA

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“…A concept map is a graphical representation of significant relationships among concepts (Wang et al, 2017). It is a form of graphical organizer, which allows students to perceive relationships between and among concepts through a diagrammatic representation using keywords (Filgona et al, 2016). It is a pedagogical and meta-learning technique for assisting learners to organize information about concepts in a meaningful manner to facilitate meaningful learning (Chang et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

Bizimana,

Mutangana,

Mwesigye

2024

Agricultural and Environmental Education

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Although the central role of biology in nation’s scientific and technological advancement is unquestionable, the academic achievement of students in the subject has been subpar. To cope with this situation, researchers in science education have continued to look for a successful way to teach and learn biology concepts. The present study, therefore, investigated the comparative effects of concept mapping (CM) and cooperative mastery learning (CML) teaching strategies on students learning outcomes in photosynthesis. A non-equivalent pre-/post- test quasi-experimental research design was adopted. 295 secondary school form two students from four co-educational schools made up the sample of the study. Data were generated through photosynthesis achievement test (PAT). PAT was subjected to reliability analysis using Kuder-Richardson 21 (KR-21) and Cronbach’s alpha, which yielded a reliability coefficient of 0.82 and 0.95, respectively. Data were analyzed using mainly descriptive statistics, and inferential statistics of analysis of covariance. The findings revealed that both CM and CML enhanced students’ achievement (F<sub>[1,294]</sub>=26.165, p< 0.05), and the retention of the concept of photosynthesis (F<sub>[1,294]</sub>=9.042, p< 0.05). However, CM was significantly more effective than CML. As a result, the recommendation that came up among others was that science teachers should embrace CM in biology teaching as well as other perceived difficult topics in science subjects. Also considered important was to train science trainee teachers to use CM.

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“…The metacognitive interventions are multidimensional and interdisciplinary, which can be implemented in different subject areas of science and social science to make the teaching-learning process effective (Al-Harthy et al, 2010;Memiş & Kandemir, 2019). From the intensive literature review, four most frequently used metacognitive interventions were found i.e., thinking aloud (Alqahtani, 2015;Dike et al, 2017), brainstorming (Al-Samarraie & Hurmuzan, 2018Filgona et al, 2016), concept mapping, and self-assessment (Koumy, 2017). Other research also conducted a meta-analysis on the effectiveness of the above-cited metacognitive interventions and found that these interventions are having a large effect size in the context of the teaching-learning process (Meher et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

5E-Metacognitive Lesson Plan in Education: Development and Validation for Higher Secondary School Students

Meher

Baral

2022

Indonesian J. Educ. Res. Rev.

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Metacognition is an individual's ability to apply, and experience previously acquired to operate knowledge related to learning. This study aimed to develop 5E metacognitive RPP (Engage, Explore, Explain, Elaborate, Evaluate) in education and validate 5E metacognitive RPP with expert judgment. This type of research is development research. The research subject is a content validity expert. The test subjects were students in high school. The methods used in collecting data are interviews and questionnaires. The instrument used to collect data is a questionnaire. Questionnaires are used to collect data in the form of data provided by experts. The technique used in analyzing the data is descriptive qualitative, and quantitative analysis. Content Validity Ratio (CVR) is used as a quantitative measure to understand the content validity of the developed lesson plans. The results of data analysis are based on feedback and comments from experts and students. The final lesson plans are prepared. The overall content validity ratio of the developed learning plan is 0.73. So, the CVR value ranges from 0.6 to 0.8, so it can be seen that the lesson plans have good content validity. It was concluded that it could be used to teach high school students.

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Effects of Concept Mapping and Brainstorming Instructional Strategies on Junior Secondary School Students’ Achievement in Social Studies in Mubi Educational Zone, Nigeria

Cited by 5 publications

References 0 publications

Effects of graphic organisers on junior secondary school students' achievement in composition writing

Effects of graphic organisers on junior secondary school students' achievement in composition writing

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

5E-Metacognitive Lesson Plan in Education: Development and Validation for Higher Secondary School Students

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