EFFECT OF CONCEPT MAPPING TEACHING STRATEGY SCHOOL LOCATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN IKOM EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA

Abstract

The study investigated the effect of Concept mapping teaching strategy and school location on students’ academic achievement in Biology in Ikom Education Zone of Cross River State, Nigeria. A pretest-posttest intact class design with control group was employed in the study. One research question and one corresponding null hypothesis directed the study. The study population comprised 3,042 SS2 Biology during the 2023/2024 academic year. Stratified, simple and purposive sampling procedures were adopted to select 202 respondents and used for data collection using a 50 multiple choice items Biology Achievement Test (BAT) with a reliability index of 0.85 reached through Kuder Richardson formula 20. Data collected were tested at 0.05 level of significant using mean, standard deviation and 2-WAY ANCOVA. Results of the findings showed that there is no significant effect of teaching methods on students’ academic achievement in Biology. Also, the study further showed significant influence of school location on students’ academic achievement in Biology. However, it was recorded among other things an interaction effect of teaching methods and school location on students’ academic achievement in Biology. Based on the results, conclusion was drawn and recommendations made which is; Ministry of Education should through Seminars, Workshops, and Conferences equip serving Biology teachers with requisite knowledge and competences on the utilization of concept maps in teaching and learning of Biology in spite of their locations.