EFFECTS OF SPIDER CONCEPT MAPPING STRATEGY ON ACHIEVEMENT IN MOLE CONCEPT AMONG SS2 STUDENTS IN NASSARAWA EGGON
Keywords:
Spider Concept Mapping Strategy, Mole Concept, Chemistry AchievementAbstract
This study examined the effects of spider concept mapping strategy on achievement in mole concept among ss2 students in Nassarawa Eggon. The study was motivated by the persistent poor achievement of students in Chemistry, particularly in abstract and calculation-based topics such as the mole concept, which many students find difficult to understand and apply. A quasi-experimental research design involving a non-randomized pre-test and post-test control group was adopted. The population comprised all Senior Secondary Two Chemistry students in public secondary schools in the study area. A sample of 160 students was selected and assigned into experimental and control groups. The Mole Concept Achievement Test (MCAT) was used for data collection, with a reliability coefficient of 0.85. Two research questions and two null hypotheses guided the study and were tested at a 0.05 level of significance. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings revealed that students taught using the spider concept mapping strategy performed significantly better than those taught using the conventional method. The results also showed that there was no significant difference between male and female students’ achievement when taught using the strategy. It was concluded that the Spider Concept Mapping Strategy is effective in improving students’ achievement in the mole concept regardless of gender. It was recommended that Chemistry teachers adopt this strategy in teaching abstract concepts.
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