EFFECTS OF COMPUTER-BASED CONCEPT MAPPING AND JIGSAW INSTRUCTIONAL STRATEGIES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL BASIC SCIENCE STUDENTS IN ILORIN, KWARA STATE
Keywords:
Computer-based Concept Mapping, Jigsaw, Academic Performance, Basic Science, Secondary SchoolAbstract
This study investigated the effect of computer-based concept mapping and Jigsaw strategy on students’ academic performance in Basic Science in Secondary Schools within Ilorin Metropolis. The study was a quasi-experimental pretest–posttest control group design. The population for the study comprised 117 Junior Secondary School students drawn from selected three private owned Secondary Schools in Ilorin metropolis. The sample consisted of three groups; students taught using computer-based concept mapping strategy, students taught using jigsaw and those taught using the conventional method. A Basic Science Performance Test (BSPT) was used as the instrument for data collection. The instrument was validated by experts and a reliability of 0.70 was obtained. Data collected were analyzed using mean, standard deviation, t-test and ANCOVA at the 0.05 level of significance. Findings revealed that students exposed to computer-based concept mapping and jigsaw strategies performed significantly better than those taught using the conventional teaching method. Furthermore, computer-based concept mapping strategy produced the highest improvement in students’ performances, followed by the jigsaw strategy. In addition, the results revealed that both male and female in computer-based concept mapping performed better after treatment. However, female outperformed the male in the Jigsaw group. The study concluded that Computer-based concept mapping enhanced better academic performance of students compared with jigsaw and conventional method. Computer-based concept mapping was not gender biased while jigsaw instructional strategy was found to be gender sensitive. It was recommended among others that Basic Science teachers should incorporate computer-based concept mapping and jigsaw instructional strategies into classroom teaching to improve students’ academic performance in Secondary Schools.References
Abdullahi, A., Sani, I., & Ahmad, R. A. (2023). Effects of jigsaw cooperative learning strategy on secondary school students’ attitudes and performance in physics in Sokoto State, Nigeria. Journal of Educational Studies Trends and Practice, 2(2). https://ssa apublications.com/index.php/sjestp/article/view/128
Abdullahi, J. I. (2024). Effect of concept mapping technique on academic performance among Secondary School geography students in Katsina State, Nigeria. International Journal of Learning Development and Innovation.
Abraha, M. (2024). Effects of concept mapping on students’ science learning: Secondary Schools of Habru Woreda, Amhara Region, Ethiopia.
Alamri, H. R. H. (2018). The effect of using the jigsaw cooperative learning technique on Saudi EFL students’ Speaking Skills. Journal of Education and Practice, 9(6), 65-77.
Awofala, A. O. A. (2011). Effect of concept mapping strategy on students’ achievement in mathematics. International Journal of Mathematics Trends and Technology, 2(3), 11–16.
Bull, D. A. (2025). Impact of curriculum concept mapping as an instructional tool on students’ perceived academic performance. International Journal of Interdisciplinary Research and Innovations, 13(1), 1–14. http://www.researchpublish.com
Charity. O, & Ebikebuna, T. (2022). Concept Mapping Influence on Student Interest in Basic Technology in Junior Secondary School in Yenagoa Local Government Area. East Asian Journal of Multidisciplinary Research (EAJMR), 1(7), 1209-1220
Iroko, G. S. & Olaoye, A. A. (2021). Effect of Concept Mapping on Students’ Academic Performance in Algebra at Senior Secondary School Level. International Journal of Innovative Science and Research Technology, 6(3)1001-1008. https://ijisrt.com
Juweto, G. A. (2015). Effects of jigsaw co-operative teaching/learning strategy and school location on students’ achievement and attitude towards biology in Secondary Schools in Delta State. International Journal of Education and Research, 3(8), 31–40.
Kalu-Uche, N, and C P Emeka. (2020) Jigsaw Learning Teams, Teacher-Led Discussion and Secondary School Students’Academic Performance In Biology. Journal of the Nigerian Academy of Education, 14(1). https://journals.ezenwaohaetorc.org/index.php/JONAED/ article/view/1230
Kekeba, S. K. (2025). Impact of gender and jigsaw learning strategy integrated with simulations on students’ achievement in chemistry. International Journal of Science Education Research, 9(1), 23–34.
Kinchin, I. M. (2020). Concept mapping as a tool for enhancing meaningful learning in higher education. Higher Education Pedagogies, 5(1), 1–15.
Maikano, S., & Kauna, S. (2025). Comparative effects of jigsaw and concept-mapping pedagogies on students’ achievement in biology in Taraba State, Nigeria. BW Academic Journal.
Makwerere, D. (2023). A short note on science education and its importance. Research & Reviews: Journal of Social Sciences, 9(3), 1–3.
Mbonu-Adigwe, B. U., Nwagbo, C. R., & Okonkwo, I. O. (2024). Exploring the impact of concept mapping and non-concept mapping instructional strategies on academic achievement of Nigerian students in basic science. Journal of the Science Teachers Association of Nigeria (JSTME), 10(1), 21–26. https://www.ajstme.com.ng
Olatunji, T. A., & Yusuf, M. A. (2023). Effect of jigsaw cooperative instructional strategy on students’ achievement in civic education in Nigeria. Journal of Curriculum and Teaching, 12(3), 112–120. https://doi.org/10.5430/jct.v12n3p112
Onuoha J. C., Ejimonye J. C., Eneogu N. D. and Ugwuany, B. E. (2017). Effect of Concept-mapping Instructional Strategy on Students’ achievement and Interest in Economics in Secondary Schools in Enugu Education Zone. Transylvanian Review: Vol XXIV.8, Special Issue. Retrieved from https://www.researchgate.net
Rabo, T., & Omenka, J. E. (2024). Effect of jigsaw IV cooperative learning strategy on Secondary School students’ academic performance in geometry in Kaduna State, Nigeria. BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE), 4(1), 123–132
Schwendmann, B. (2014).Concept-mapping.In R. Gunstone (Ed.), Encyclopedia of Science education. Retrieved from https://www.researchgate.net/publication276420008.concept-mapping
Shakoori, M.; Kadivar, P. & Sarami, R. (2017). Conducted a study on the effect of Concept mapping Strategy as a graphical tool in Writing achievement among EFL Learners. International Journal of Information and Education Technology,7,(5).357-360.Retrieved from http://www.ijiet.org/vol7/894-T004.pdf
Ugwoke, A. O. & Ude, V. C. (2022) Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Achievement in Biology in Enugu Education zone, Enugu State, Nigeria. Asian Journal of Education and Social Studies, 26(1), 24-35. http://eprints.gouni.edu.ng/3544/
Ukeh, B. O., & Anih, A. A. (2023). Effect of jigsaw instructional strategy on senior Secondary School students’ academic achievement in data processing in Bayelsa State, Nigeria. Journal of Research in Science and Vocational Education, 3(1), 65–73.
Wang, X. M., Wang, J. L., Xu, S. Y., et al. (2025). Concept mapping in STEM education: A meta-analysis of its impact on student achievement (2004–2023). International Journal of STEM Education.
Worocha, G. A. (2020). Concept mapping teaching strategy on students’ achievement in basic science. Journal of Education and Leadership Development, 12(2), 16-31. https://cenres injournals.com.
Yahaya, L. (2021). Effects of Concept-Mapping Instructional Strategy on Senior School Students’ Achievement in Biology, Lagos State, Nigeria. Malaysian Online Journal of Educational Sciences, 9(1), 14-23. https://files.eric.ed.gov/fulltext/EJ1283930.p
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
