Effects of Two Models of Mapping Strategies on Students Achievement and Interest in Basic Science and Technology

Abstract

The study was designed to determine the effects of two models of mapping strategies on students achievement, retention and interest in basic science and technology. The research design for this study is quasi-experimental design using non-I equivalent group design. Three research questions and three hypotheses guided the study. The population for the study comprises all the 24,469 students' from 30 co-education junior secondary schools class two (JSSII) in Kontagora Educational zone of Niger state) (Source; Niger State Ministry of Education Minna). Purposive sampling was used to obtain four junior secondary schools that were used for the study. Two instruments were used in collecting data for the study. The two instruments were designed by the researchers. The instruments arc Achievement Test on Basic Science and Technology (ATOBST) and [interest Inventory on Basic Science and Technology (IIOBST).A trial test was used to determine the reliability of the instruments (ATOBST, and IIOBST). Forty (40) students were randomly selected for the trial test. The data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.5 level of significance. The results revealed that mind mapping strategy was more effective in fostering students' cognitive achievement than the argument mapping. Based on the findings, the use of mind mapping strategy to foster achievement in basic science and technology students was recommended to basic science and technology teachers.