Effects of Concept Mapping and Demonstration Method on Senior Secondary Two Biology Students’ Achievement in Genetics in Jos North, Plateau State

Abstract

This study examined the effects of concept-mapping and demonstration on senior secondary two Biology students’ achievement in genetics in Secondary Schools in Jos North Local Government Area of Plateau State. The population/sample for the study was sixty (60) Biology students comprising of 32 males and 28 females were randomly drawn from one of the secondary schools in Jos North Local Government Area of Plateau State. Three (3) research questions were answered in the study and two (2) hypotheses were tested at a significant level of 0.05. The instrument used to collect relevant data from the students is GAT (Genetics Achievement Test).  Mean, standard deviation and t-test statistical analysis were used to analyze the two hypotheses formulated for the study. The result of the analysis revealed that: there is significant difference between the post-test mean scores of students taught genetics using concept-mapping and those taught using demonstration method. The results also showed that there is no significant difference between the post-test mean scores of male and female students taught genetics using cooperative method. The recommendations derived from this study includes; Biology teachers should adopt the used of concept-mapping method in the teaching of genetics in the secondary schools. Curriculum planners should incorporate concept mapping in the curriculum and Teachers should be train and re-trained on how to effectively use the concept mapping method in the teaching of genetics and biology in general.

Keywords:  Effects, Concept-mapping, Demonstration, Achievement, Genetics