Effects of mind mapping strategy on achievement of senior secondary school chemistry students in Minna metropolis.

Abstract

Student in Minna Metropolis, Niger State. The research design employed was Quasi-Experimental design. Random Sampling Technique was used to select four senior secondary schools for the study intact classes with a sample size of 261 (179 male and 82 female) SS 11 Chemistry students was used. The research instruments used were the twenty items multiple-choice Chemistry Achievement Test (CAT) and Students Motivation Toward Chemistry Learning Questionnaire (SMTCLQ). The instruments were validated by experts. The instrument for data collection was CAT. The reliability coefficients of CAT was 0.81 using kuder Richardson (KR-21). Two research questions and two null hypotheses were raised for the study. Analysis of Covariance was employed in analyzing the data. The results showed that :( 1) students exposed to mind Mapping Instructional Strategy performed better than their counterpart that used conventional method; (11) there was no significant difference in the mean achievement scores of male and female students taught chemistry using Mind Mapping Instructional Strategy (MMIS). In conclusion Mind Mapping Strategy affects the student achievement positively. Therefore, it was recommended, among others, that Mind Mapping Strategy should be used in teaching chemistry at senior secondary schools.