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Effect of Concept Mapping Instructional Strategy on Students’ Achievement and Interest in Economics in Secondary Schools in Enugu Education Zone

Onuoha J. C, Ejimonye J. C, Eneogu N. D, Ugwuanyi B. E

Abstract


The achievement of students in external examinations has been consistently low in the recent time. This low achievement has also been blamed on teachers’ teaching methods. This paper therefore investigated the effect of concept mapping instructional strategy on students’ achievement and interest in Economics in secondary schools in Enugu Education Zone, Nigeria. Quasi-experimental study of non equivalent pretest, posttest control group design formed the research design. Two research questions and two null hypotheses guided the study. A sample of 282 students from intact classes from four secondary schools randomly drawn in Enugu Education Zone was used for the study. The main instruments for the study consisted of Economics Achievement Test (EAT) and Economic Interest Inventory (EII) which were developed, validated and used for data collection. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results showed among others that students that were taught Economics using concept mapping instructional strategy achieved better and had higher interest score than their counterparts taught with the lecture instructional strategy. The paper recommends the use of concept mapping in the teaching and learning of Economics.


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