Teacher Education and Curriculum Studies

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Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry

Received: 27 July 2017    Accepted: 17 August 2017    Published: 28 November 2017
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Abstract

This study determined the effects of Computer Assisted Concept Mapping (CACM) instructional strategies on student’s performance in chemistry. It also sought the effects of CACM, on gender academic performance of students. The performance of students taught with CACM were compared with those students taught with lecture method (LM). To carry out the study, two research questions were asked and two hypotheses, were formulated and tested. A quasi experimental design involving three intact classes was used. The sample of the study consisted of 285 senior secondary one (SSI) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from secondary schools in Zaria metropolis. One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.79 using Pearson Product Moment Correlation (PPMC). Before treatment commenced, the CAT typed in white colored paper was administered as pre-test to the students in the sampled schools. The treatment lasted for one month of five lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in green colored paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. T-test analysis using statistical package for social sciences version 22 was used to analyze the result which shows that students taught using CACM performed better than students taught using LM. Also the results shows that CACM is gender friendly as both male and female students perform on a similar pace. It is therefore recommended that the federal government via the federal ministry of education should provide adequate ICT facilities for schools for better science achievement in the classroom. Science teachers association of Nigeria (STAN) should organize CACM seminars and workshops for science teachers and also Colleges of education should orient students’ teachers towards adequate use of CACM in teaching science.

DOI 10.11648/j.tecs.20170206.12
Published in Teacher Education and Curriculum Studies (Volume 2, Issue 6, November 2017)
Page(s) 86-92
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Computer Assisted Instruction, Concept Mapping, Chemistry, Academic Performance

References
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[4] Olorundare, S. A. (2009). Comparative effects of Concept Mapping, Analogy and Expository Strategies on Secondary School Students Performance in Chemistry in Ilesa, Nigeria. Journal of Curriculum and Instruction, 7(1&2).
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[8] Ojiaku, F. C. (2003). The effects of combining advance organizers, video package and lecture method on students achievement in integrated science in Oshodi local government area of Lagos State. Unpublished M. Tech thesis, Federal Univeersity of Technology, Minna.
[9] Biodun, K. (2004). A Comparative Study of the effect of teacher qualification and teaching method on students achievement in Chemistry. Unpublished Ph.D thesis. University of Calabar.
[10] Shawl, A. (2003). An adoption of problem-based teaching and problem-based learning to improving the teaching of radioactivity. Chinese Journal of elementary Science 3(1), 14-18.
[11] Yusuf, A. (2004). Effects of cooperative and competitive instructional strategies on junior secondary school students performance in social studies, in Ilorin, Nigeria. Unpublished Ph.D Thesis, curriculum Studies and Educational Technology, University of Ilorin, Nigeria.
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[18] Njoku, Z. C. (2009). Enhancing the Relevance of Chemistry Curriculum Delivery using Science Technology-Society (STS) Approach. International Council of Associations for Science Education.
[19] Nsofor, C. C. (2006) Assessing the Effects of Designed instructional model on Students‟ Performance in Science. 2nd School of Science and Science Education Conference FUT, Minna 391-398.
[20] Ifamuyiwa, A. S. (2004). The predictive validity of junior secondary Mathematics on Senior Secondary Mathematics, further Mathematics and Physics. STAN 45th Annual Conference Proceedings.
[21] Iwendi, B. C. (2009). The Influence of gender and age on the Mathematics Achievement of Secondary School Students in Minna Metropolis, Niger State. Unpublished M. Tech. Thesis, Science Education Dept. FUT, Minna, Nigeria.
[22] Yusuf, M. O. and Afolabi, A. O. (2010). Effects of computer assisted instruction (CAI) on secondary school students performance in Biology. The Turkish online journal of Educational Technology; Volume 9,(1).
[23] Krejcie, Robert., Morgan, Daryle, W. “Determining Sampling Size for Research Activities”, Educational and Psychological Measurement, 1970.
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[25] Seng, C. Y. (2000): The effects of incorporating concept mapping into Computer Assisted Instruction. Baywood Publishing Company Inc.
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Author Information
  • Science Department, Maude International Schools, Zaria, Nigeria

  • Science Department, Infinity School, Zaria, Nigeria

  • Science Department, Government Girls Secondary School, Dogon Bauchi, Zaria, Nigeria

  • Science Department, Government Secondary School, Kaya, Nigeria

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    Ibrahim Muhammad Shamsuddin, Ibrahim Aminu, Aminu Shamsiyya, Abubakar Mahmud Adamu. (2017). Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry. Teacher Education and Curriculum Studies, 2(6), 86-92. https://doi.org/10.11648/j.tecs.20170206.12

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    Ibrahim Muhammad Shamsuddin; Ibrahim Aminu; Aminu Shamsiyya; Abubakar Mahmud Adamu. Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry. Teach. Educ. Curric. Stud. 2017, 2(6), 86-92. doi: 10.11648/j.tecs.20170206.12

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    AMA Style

    Ibrahim Muhammad Shamsuddin, Ibrahim Aminu, Aminu Shamsiyya, Abubakar Mahmud Adamu. Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry. Teach Educ Curric Stud. 2017;2(6):86-92. doi: 10.11648/j.tecs.20170206.12

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  • @article{10.11648/j.tecs.20170206.12,
      author = {Ibrahim Muhammad Shamsuddin and Ibrahim Aminu and Aminu Shamsiyya and Abubakar Mahmud Adamu},
      title = {Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry},
      journal = {Teacher Education and Curriculum Studies},
      volume = {2},
      number = {6},
      pages = {86-92},
      doi = {10.11648/j.tecs.20170206.12},
      url = {https://doi.org/10.11648/j.tecs.20170206.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.tecs.20170206.12},
      abstract = {This study determined the effects of Computer Assisted Concept Mapping (CACM) instructional strategies on student’s performance in chemistry. It also sought the effects of CACM, on gender academic performance of students. The performance of students taught with CACM were compared with those students taught with lecture method (LM). To carry out the study, two research questions were asked and two hypotheses, were formulated and tested. A quasi experimental design involving three intact classes was used. The sample of the study consisted of 285 senior secondary one (SSI) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from secondary schools in Zaria metropolis. One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.79 using Pearson Product Moment Correlation (PPMC). Before treatment commenced, the CAT typed in white colored paper was administered as pre-test to the students in the sampled schools. The treatment lasted for one month of five lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in green colored paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. T-test analysis using statistical package for social sciences version 22 was used to analyze the result which shows that students taught using CACM performed better than students taught using LM. Also the results shows that CACM is gender friendly as both male and female students perform on a similar pace. It is therefore recommended that the federal government via the federal ministry of education should provide adequate ICT facilities for schools for better science achievement in the classroom. Science teachers association of Nigeria (STAN) should organize CACM seminars and workshops for science teachers and also Colleges of education should orient students’ teachers towards adequate use of CACM in teaching science.},
     year = {2017}
    }
    

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    T1  - Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry
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    AB  - This study determined the effects of Computer Assisted Concept Mapping (CACM) instructional strategies on student’s performance in chemistry. It also sought the effects of CACM, on gender academic performance of students. The performance of students taught with CACM were compared with those students taught with lecture method (LM). To carry out the study, two research questions were asked and two hypotheses, were formulated and tested. A quasi experimental design involving three intact classes was used. The sample of the study consisted of 285 senior secondary one (SSI) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from secondary schools in Zaria metropolis. One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.79 using Pearson Product Moment Correlation (PPMC). Before treatment commenced, the CAT typed in white colored paper was administered as pre-test to the students in the sampled schools. The treatment lasted for one month of five lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in green colored paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. T-test analysis using statistical package for social sciences version 22 was used to analyze the result which shows that students taught using CACM performed better than students taught using LM. Also the results shows that CACM is gender friendly as both male and female students perform on a similar pace. It is therefore recommended that the federal government via the federal ministry of education should provide adequate ICT facilities for schools for better science achievement in the classroom. Science teachers association of Nigeria (STAN) should organize CACM seminars and workshops for science teachers and also Colleges of education should orient students’ teachers towards adequate use of CACM in teaching science.
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