THE PROBLEMS FACED BY TEACHING PROCESS TOWARDS ACHIEVING A BETTER ACADEMIC PERFORMANCE.
1.1 BACKGROUND OF THE STUDY
Determining student’s success need to be assessed. Recent years studies examining individual different in learning are most popular. Applied assessment should have greater importance for students to able to show their personal potential from this aspect, concept maps become as essential tools. From this aspect, concept maps can be used as a dependable, current assessment method and as a research tool, which gives a great advantage on academic studies, Novak and Gowin (2000) concept maps can also be seen as a way map, which represents the relation between concepts with a graphical representation. Research has shown that so many students lack the necessary knowledge and skills in Economics, other social science and technology to function in the modern global community. Secondary School Students knowledge of economics is often characterized by lack of coherence and majority students engage in essentially rote learning (Bonjoude & Barakat, 2000).
In science education in recent year, the increasing awareness of the importance of learner-centeredness in the teaching learning situation has generated a lot of attention in relation to understanding how leaner’s learn and how to help them learn about concepts (Jegede, Alaiymola, & Okebukola,
1.2 STATEMENT OF THE PROBLEM
Concept mapping has been identifying of it important and usefulness to teaching-learning process of economics within the senior secondary school. The research study is aimed at looking into the major factors that are limitation the effect of concept mapping on senior secondary school student’s academic performance. Th
e study will also examine the problems faced by teaching process towards achieving a better academic performance.
1.5 RESEARCH QUESTIONS
The following research questions were formulated to guide the study
- What are the mean achievement scores of students taught with concept mapping and those taught with the traditional approach in the Economics achievement test (EAT)?
1.6 RESEARCH HYPOTHESES
The following hypotheses were tested at the 0.05 level of significance:
Ho1: There is no significant difference in achievement test scores between students instructed with concept mapping teaching strategy and those taught
using traditional classroom teaching method.
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REVIEW OF RELATED LITERATURE
This chapter makes an attempt to review related literatures to give solid support from earlier studies to this study. The organization of this chapter is as follows:
- 1 Theoretical Framework
- 2 Meaning Of Concept Mapping
- 3 How To Draw A Concept Map
3.1 RESEARCH DESIGN
This study is a quasi experimental research and therefore a Quasi experimental research design will be employed.
3.9 METHOD OF DATA ANALYSIS
The data generated were analyzed using Paired t-test and independent group t-test analysis. The paired t-test was used to analyze the pretest post test, pretest-delayed post test and post test-delayed posttest scores of the two groups; the independent t-test was used to compare performance of the two groups. Computation for the afore mentioned methods of data analysis
ANALYSIS OF DATA
This chapter contains the analysis of data generated in answering all the research hypotheses raised in the study. This study examines the effect of concept mapping on teaching and learning of economics in Senior Secondary Schools in Epe Local Government Area of Lagos State. For the purpose of this study, four research hypotheses were raised to guide the study. The data generated were analyzed by Paired t-test and independent group t-test for hypotheses 1 to 4.
4.2.1: Hypothesis one
There is no significant difference in achievement test scores between students instructed with concept mapping teaching strategy and those taught using traditional classroom teaching method.
Table 1: Comparison of achievement test scores of traditional and concept mapping teaching method Paired Samples Statistics
|Experimental||60||14.200||2.65407||0.3426|Table 1 above shows a mean value of 14.72 and 14.20 for traditionalism and concept mapping respectively, standard deviation 2.57 for traditionalism and 2.65 for concept mapping. At 0.05 level of significance, the calculated t-value 1.017 is higher than the table t-value of 0.300. Therefore, the null hypothesis is rejected. The result obtained from this study
5.0 SUMMARY, CONCLUSION AND RECOMMENDATION
This study was on effect of concept mapping teaching strategy on academic performance of Senior Secondary School Economics Students in Epe Local Government Area of Lagos State.
Chapter one dealt with introduction, statement of the problem, purpose of the study, research questions/ hypotheses, significance of the study, delimitations of the study, and operational definition of terms. Four research hypotheses
were developed on the following: significant difference in achievement test scores between students instructed with concept mapping teaching strategy and those taught using traditional classroom teaching method, significant difference in achievement test scores between male and female students
For effective teaching and learning of economics, the following recommendations are made.
- To promote concept mapping, pre-service and in service teacher education programmes should provide such opportunities for teacher’s reflection.
- Policy on education should be geared toward the practice of self learning
which is an attempt to make education more liberal and more universal in such a way that a learner can teach himself, if given the kind of environment and guidance by the teachers to enhance students learning by concept mapping process in classroom where activities are planned and implemented
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