Effect of Self-Generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept
This paper is a report of the outcome of a study that was carried out in Manicaland, Mashonaland and Matebeleland provinces in Zimbabwe, to assess the impact of self-generated Concept-mapping instructional strategies on the achievement of senior secondary school students in Biology instruction. The research design was quantitative and was of a quasi-experimental nature that included a pre-test, post-test and nonequivalent control group design. The respondents were one hundred and twenty senior secondary school Form 5 students selected randomly from six schools, instructional material and Evolution Test Items (ETI) were the research instruments used to gather the data. The data obtained were analysed using t-test and chi- square statistical techniques. The results showed that the Seif-generated Concept- Mapping instructional strategy (SGCMIS), significantly improves students' achievements than the Expository Instructional Strategy, EIS (Control group).
Full Text LinksOyedele, V.I. (2009) Effect of Self-Generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept, ZJER vol. 21, no. 1. (pp.1-14) UZ, Mt. Pleasant, Harare: HRRC.
Human Resources Research Centre (HRRC); University of Zimbabwe (UZ).
University of Zimbabwe (UZ).