Role of Concept Mapping Instructional strategies on Achievement and Retention of Low Achieving Biology Students in Senior secondary school in Minna metropolis

Abstract

The study investigated the roles of concept mapping instructional strategy on achievement and retention of low-achieving Biology students in senior secondary schools in Minna Metropolis. Quasi experimental design was adopted in the study. A sample of 86 low -achievers of secondary school (SS1) from two senior secondary schools in Minna Metropolis were used for the study. The instrument used for data collection was the Biology Achievement Test (BAT) and was Validated by experts in Science Education, Biological Science experts and Biology teachers. The internal consistency was determined using Pearson Product Moment Correlation formula to be r=0.85. The results indicated that there was significant difference in the mean achievement scores of low-achieving Biology students taught using concept maps and those taught using conventional lecture method. Based on these findings, it was concluded that the use of concept maps was more effective in enhancing low-achieving students' achievement in Biology than the conventional lecture method. It was recommended that re- training of teachers on the use of concept mapping instructional strategy to enhance the achievement and retention of low-achieving Biology students should be encouraged.