The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

Abstract

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

Socio-economic, psychological and environmental factors in the academic performance of elementary pupils of Alfonso Lista District, Ifugao, Philippines

“…It further indicates that the factor on the quality of teachers has a significant effect on pupils' academic performance as perceived by the young ones aged 10. This is supported by the study of Ajidagba, et al (2018) found that teachers' quality have a significant relationship with pupils' academic performance. Similarly, factors on home environment and learning environment were also perceived by the matured pupils' those aged of 13 can also affect their academic performance.…”