The Effect of Concept mapping and Cooperative learning strategies on secondary school students’ Academic Achievement in Mensuration in Ondo State

Curriculum and Instruction

This study investigated the effect of concept mapping and co-operative learning strategies on Senior Secondary School Students’ achievement in Mensuration. Two (2) research questions were raised and hypothesized for the study. The population of the study comprised of all the eight thousand five hundred and ninety -three (8,593) senior secondary school I (SS1) students in thirty -seven (37) public secondary schools in Ondo West Local Government Area of Ondo State. The simple random sampling technique were used to draw one hundred and sixty (160) SSS one students from co-educational public schools. Three (3) intact classes were used, two (2) of the classes were assigned to the experimental groups (Concept mapping strategy and Cooperative learning strategy) while the remaining class was assigned to the control group (Direct method). An instrument titled “Mensuration Achievement Test” (MAT) with a reliability coefficient of 0.87 were used to collect the data for the study. The data collected were analyzed with the use of mean, standard deviation statistics, ANOVA and ANCOVA. All the hypotheses were tested at .05 level of significance. The result showed that there was a significant difference in the pre-test and post-test achievement mean scores of students taught mensuration using Concept Mapping strategy, Co-operative learning strategy and Direct method. The result further showed that gender has no significant effect on the posttest achievement mean scores of students taught mensuration using Concept mapping strategy, Co-operative learning strategy and Direct method. It was recommended that Mathematics teachers at secondary school level should make use of concept mapping and co-operative learning strategies in their lesson delivery for improved performance of students.

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