ABSTRACT

This study investigated the comparative effects of using concept-mapping and discussion-based teaching methods on students academic achievement in Botanical classification of plants in Uyo metropolis. The study adopted the pretest, post-test quasi experimental research design; it involved two experimental groups treated with different teaching methods. Population of the study comprised of three thousand six hundred and twenty five (3625) senior secondary one (S. S. 1) Students drawn from the fifteen (15) co-educational public secondary schools in Uyo Local Government Area. The sample size for the study was one hundred (100) students selected by cluster sampling technique, from two secondary schools in Ikono Clan of Uyo. The two schools were assigned into experimental groups one and two respectively. Therefore, fifty (50) students were systematically sampled from each group (school) to make up the total sample size of one hundred. Three research questions and hypotheses were formulated to guide the study. The data collection instrument was a 25-itemed “Biology Achievement Test on Botanical Classification of Plants” (BATOBCOP) designed by the researcher and validated by four biology experts. The instrument (BATOBCOP) had a reliability coefficient of 0.85 determined using test-retest method, treated with Pearson Product Moment Correlation Coefficient. The same instrument was used for both pretest and posttest, although the items varied in their arrangements. Findings of the study indicated that; there was a significant improvement in the post-treatment scores of students in both groups when compared with their pretest mean scores. There was no significant difference between the mean achievement of students taught botanical classification of plants using concept-mapping and those taught using group discussion. Also, there was no significant gender difference between the academic achievement scores of male and female students taught using concept-mapping method. However, female students significantly out-scored males in the discussion group. Based on the above findings, it was recommended among others that; teachers should adopt concept-mapping practice and group-discussion in the teaching of biology/ biology-related concepts as they can improve the students academic achievement. Moreover, visual aids (including concept-maps) should be incorporated into group-discussions in order to maintain gender equality or at best, eliminate gender disparity in academic achievement.

TABLE OF CONTENTS

CONTENT                                                                                                       PAGES

 

Title Page         -           -           -           -           -           -           -           -           -           i

Declaration      -           -           -           -           -           -           -           -           -           ii

Certification     -           -           -           -           -           -           -           -           -           iii

Dedication       -           -           -           -           -           -           -           -           -           iv

Acknowledgement       -           -           -           -           -           -           -           -           v

Abstract           -           -           -           -           -           -           -           -           -           vii

Table of Contents        -           -           -           -           -           -           -           -           viii

List of Tables   -           -           -           -           -           -           -           -           -           xii

List of figures  -           -           -           -           -           -           -           -           -           xiii

List of Appendices      -           -           -           -           -           -           -           -           xiv

CHAPTER ONE:  INTRODUCTION

1.1       Background of the study         -           -           -           -           -           -           1

1.2       Statement of the problem         -           -           -           -           -           -           14

1.3       Purpose of the study    -           -           -           -           -           -           -           15

1.4       Research Questions     -           -           -           -           -           -           -           16

1.5       Research Hypothesis   -           -           -           -           -           -           -           17

1.6       Significance of the study         -           -           -           -           -           -           18

1.7       Delimitation of the study         -           -           -           -           -           -           18

1.8       Limitation of the study            -           -           -           -           -           -           -           19

1.9       Definition of Terms     -           -           -           -           -           -           -           20

CHAPTER TWO:  REVIEW OF RELATED LITERATURE

2.1       Theoretical Framework            -           -           -           -           -           -           -           21

2.1.1    Ausubel’s Theory of Assimilation       -           -           -           -           -           21

2.1.2    Vygotsky Social Development/ Learning Theory         -           -           -           -           25

2.2       Conceptual Framework            -           -           -           -           -           -           -           28

2.2.1    Concept Mapping Teaching Method    -           -           -           -           -           28

2.2.2    Discussion Based Teaching Method    -           -           -           -           -           35

2.2.3    Classification of Plants            -           -           -           -           -           -           -           40

2.2.4    Botanical Classification of Plants        -           -           -           -           -           43

2.3       Empirical Studies Review        -           -           -           -           -           -           48

2.3.1    Effects of Concept Mapping Teaching Method on Student Achievement

            in sciences       -           -           -           -           -           -           -           -           48

2.3.2    Discussion-based Teaching Method and Students Achievement          -           -           52

2.3.3    Gender Difference in Science Achievement    -           -           -           -           55

2.4       Summary of Literature Review            -           -           -           -           -           -           58

CHAPTER THREE: RESEARCH METHOD

3.1       Research Design          -           -           -           -           -           -           -           60

3.2       Area of the Study        -           -           -           -           -           -           -           61

3.3       Population of the study            -           -           -           -           -           -           -           62

3.4       Sample and Sampling Technique         -           -           -           -           -           62

3.5       Instrumentation            -           -           -           -           -           -           -           -           63

3.6       Validation of the Instrument    -           -           -           -           -           -           64

3.7       Reliability of the Instrument    -           -           -           -           -           -           64

3.8       Scoring            -           -           -           -           -           -           -           -           65

3.9       Research Procedure     -           -           -           -           -           -           -           65

3.10     Method of Data Analysis         -           -           -           -           -           -           69

 

CHAPTER FOUR :  RESULTS AND DISCUSSION
4.1       Results Presentation and Interpretation            -           -           -           -           -           70

4.2       Discussion of the Results         -           -           -           -           -           -           74

4.2.1    Concept Mapping, Discussion-based Methods and Students Achievement

            in Botanical Classification of Plants    -           -           -           -           -           74

4.2.2    Gender Difference and Student Achievement in Botanical Classification       -           76

4.3       Summary of Findings  -           -           -           -           -           -           -           78

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary         -           -           -           -           -           -           -           -           79

5.2       Conclusion      -           -           -           -           -           -           -           -           80

5.3       Implications of the Findings    -           -           -           -           -           -           81

5.4       Recommendations       -           -           -           -           -           -           -           82

5.5       Suggestions for further studies -           -           -           -           -           -           83

References       -           -           -           -           -           -           -           -           -           85

Appendices      -           -           -           -           -           -           -           -           -   &nb

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