Effects of Mind Mapping Learning Strategy on Achievement in Basic Science and Technology among Junior Secondary School Students for Sustainable Development in Niger State

Abstract

The study investigated the effects of mind mapping learning strategy on achievement in basic science and technology among junior secondary school students in Niger State. The design of the study was quasi-experimental; specifically the Pre-test, Post-test, Non Equivalent Control Group Design. The sample consisted of one hundred and eleven junior secondary school J.S.S II basic science and technology students (60 males and 51 females) randomly drawn from two junior secondary schools in Niger State. Three research questions and three hypotheses guided the study. The treatment consisted of teaching a selected basic science and technology concept to the experimental group using mind mapping method while the control group was taught the same concept using the lecture method. Basic science and technology achievement test (BSTAT) designed by the researchers, was the instrument used for data collection. The data collected was analyzed using mean and standard deviation to answer the research questions while Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.5 level of significance. The results revealed that mind mapping method was more effective in fostering students' cognitive achievement than the lecture method. The interaction effect between teaching methods and gender of the subjects was not significant. Based on the findings of this study, the use of mind mapping method to foster the psychomotor achievement in basic science and technology students was recommended to basic science and technology teachers.