Effects of Mind Mapping Strategy on Achievement of Senior Secondary School Physics Students in Bosso Local Government Area of Niger State, Nigeria

Abstract

The study investigated the effects of Mind Mapping Instructional Strategy on Achievement of Physics Students in Bosso local government area of Niger State. The research design employed was quasi-experimental design. Random sampling technique was used to select two Senior Secondary Schools for the study. Intact classes with a sample size of 145 (95 male and 50 female) SS II Physics Students was used. The research instrument was used to collect data from students was the thirty items multiple-choice Physics Achievement Test (PAT). The instrument was validated by experts. The reliability coefficients of PAT was 0.87 using Kuder Richardson (KR-21). Two research questions were raised and two null hypotheses formulated for the study. Analysis of Covariance was employed in analysing the data. The results showed that: (i) students exposed to mind mapping instructional strategy performed better than their counterparts that used conventional method; (10 there was no significant difference in the mean achievement scores of male and female students taught Physics using mind mapping instructional strategy. In conclusion mind mapping strategy affects the students achievement positively. Therefore, it was recommended, among others, that mind .mapping strategy should be used in teaching physics at senior secondary schools.