The Effect of Concept Mapping Strategy in Social Studies Instruction on Students’ Learning Outcomes in Junior Secondary Schools, Lagos State, Nigeria

Abstract

The study investigated the effect of concept mapping strategy in social studies instruction on students learning outcome in Lagos State junior secondary school. The study's goal is to ascertain whether the Concept Mapping Teaching Strategy (CMTS) improves students' social studies learning outcomes. One hundred and sixty students in JSSII intact classes were used as sampled. The participants were drawn from four schools located at Badagry zone in Education District V. One hundred and two students were taught with CMTS and fifty-eight students were taught using conventional method. Gender was the moderating variable and was considered as factor that can influence students’ learning outcome. Two research questions were raised and two null hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The design employed a 2x1x1 factorial matrix. The Social Studies Achievement test was used to collect data for the study. Data collected were analyzed with mean, standard deviation and analysis of covariance (ANCOVA) at 0.05 significant level. Results showed that students who received the Concept Mapping Teaching approach performed well in academics (F-value 7.77(2, 145) p<0.05), and that gender is not a factor in using CMTS in Social Studies class which shows that the F-value 1.001(1, 145) is not significant at 0.05. The study came to the conclusion that CMTS improved deep learning in social studies. According to the study, junior secondary schools in Lagos State should generally use the therapy on a big scale.

Validation of the use of concept maps as an evaluation tool for the teaching and learning of mechanical and industrial engineering

“…-Students utilizing conceptual mapping will demonstrate a higher level of comprehension and retention of essential concepts compared to traditional teaching methods, as evidenced by research conducted by (Jackson et al, 2023;Sy et al, 2016), indicating the superior effectiveness of concept mapping in facilitating learning outcomes. -Conceptual mapping is well-received and accepted by students, particularly in online teaching environments, as suggested by (Alt et al, 2023), underscoring its efficacy as a pedagogical approach in complex engineering fields and aligning with the practical implications highlighted by (Olukoya & Jimoh, 2022) regarding its application in enhancing collaboration and understanding.…”

“…Similarly, in Medicine, concept maps have been instrumental in aiding students' comprehension of complex patterns and relationships, serving both as instructional aids and assessment tools in medical education (Sy et al, 2016;Torre & Daley, 2013). Moreover, in Science and Business fields, concept maps have been employed for research, instructional structuring, and project planning, illustrating their adaptability and effectiveness across diverse educational contexts (Lenski et al, 2022;Maker & Zimmerman, 2020;Olukoya & Jimoh, 2022).…”