By Onah, KT; Anamezie, RC; Nnadi, FO (2022).

Greener Journal of Educational Research

Vol. 12(1), pp. 31-40, 2022

ISSN: 2276-7789

Copyright ©2022, the copyright of this article is retained by the author(s)

https://gjournals.org/GJER

 

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Effect of Mind-Mapping Teaching Approach on Students’ Academic Achievement in Physics Concepts of Motion and Kinematics.

 

 

1Onah, Kingsley T.; 2Rose C. Anamezie; 3Nnadi, Fidelis O.

 

 

1, 2 & 3 Department of Science Education, Enugu State University of Science and Technology, P.M.B. 01660 Agbani, Enugu State, Nigeria.

108065035976 ,208036704252

1kingsley.onah@esut.edu.ng, 2rose.anamezie@esut.edu.ng & 3obi.nnadi@esut.edu.ng

1Orcid:https://orcid.org/0000-0003-4075-8580, 2orcid:https://orcid.org/0000-0002-6316-74282 &3orcid:https://orcid.org/0000-0002-7173-4517.

 

 

ARTICLE INFO

ABSTRACT

 

Article No.:071122069

Type: Research

Full Text: PDF, HTML, PHP, EPUB

 

This study investigated the effect of mind mapping teaching approach on students’ academic achievement in secondary school Physics in Enugu East L.G.A of Enugu State. Two research questions and three null hypotheses tested at 0.05 significance guided the study. A Posttest Quasi-Experimental design was adopted. The population for the study was all the SS2 Physics students in the Local Government Area. Purposive sampling technique was used to select two public schools comprising 51 students. The experimental group was taught using mind mapping teaching approach while the control group was taught using guided discovery method. The instrument for data collection were 25 PAT adopted from WAEC-past questions which were validated by three experts and tested for reliability using Kuder-Richardson’s formula-20 which yielded coefficients 0.85. The data collected were analyzed using mean, standard deviation and ANCOVA. The findings amongst others showed that students in mind mapping teaching approach group achieved better than their counterpart. Based on the findings of the study, it was recommended that physics teachers should incorporate mind mapping teaching approach in teaching.

 

Accepted:  17/07/2022

Published: 28/09/2022

 

*Corresponding Author

Onah, Kingsley T

E-mail: kingsley.onah@ esut.edu.ng

Phone: 08065035976 , 208036704252

 

Keywords: Mind-mapping Teaching Approach, Academic Achievement, Motion and kinematics.

 

 

 

 

 


INTRODUCTION

 

Science and technology are important tools for development and productivity in any nation. Science is important for every nation that wants to maintain its independence, sovereignty, self-reliance, ensure growth and have its head held high among civilized nation (Gabriel, 2012). According to Ugwuanyi and Achufusi (2021), science and technology provides basic tools of industrialization and economic development in the areas of communication, transportation, information, pollution, energy and waste management control among others. In Nigeria, the study of science is of so great importance that a lot of emphasis has been laid on the teaching and learning of sciences.

The significant role of science education to human and societal transformational trends cannot be underestimated. In medicine, many people no longer trace sources of death to religious background and acts of gods. Also, at homes, one comes in contact and makes use of the products of science and technology such as refrigerator, blender, heater, water pump, stove and others. In order to use these gadgets with some understanding, one needs to be familiar with some scientific principles. Science education is no doubt, a veritable tool for scientific and technological advancement of any nation, including Nigeria (Abugu, 2010). The major aim of science education as contained in national policy on education is to equip the student to live effectively in this modern era (Federal Ministry of Education, 2004). Science education therefore is the teaching and learning of science to non-scientists such as school children, college students or adults with the sole aim to equip them with scientific knowledge, skills and attitudes. Prior to the above, science subjects according to (Adolphus, 2018) are made basic and non-optional at junior levels of secondary education in Nigeria with the sole aim to produce a critical mass of scientific literate populace. Thus Science education concentrates on the teaching of science concepts, method of teaching and addressing misconceptions held by learners regarding science concepts. Science education according to Gabriel (2012) inculcates in students a scientific culture which will generate in them the desire to inquire and probe into nature for practical results. This according to the researcher, can be achieved by the inculcation in the learners, the necessary scientific skills and attitudes through proper teaching of physics as a natural science discipline, a foundation to the study of science in Nigeria

Physics is a science subject that studies matter, objects, energy and their interaction in a given system or environment. Physics is the most fundamental and the root of every field of science (Eryilmaz, 2016). Anyakoha (2016) defined physics as a natural science that involves the study of matter and energy and their interactions. Physics is the study of natural phenomenon at its most fundamental levels and manner. This is because, physics, being one of the core subjects offered in Nigerian schools forms the basis for the nation’s technological advancement and human resource development (Abubakar, 2012).  Physics knowledge has contributed immensely to the production of tools and devices of tremendous advantage to the human race (Sani, 2012). The knowledge of physics according to Gabriel (2012) offers the learners the opportunity to think critically, reason analytically and acquire the spirit of enquiry.  The researcher also stressed that the knowledge of physics develop in students, the scientific and technological knowledge, skills and attitudes which will assist them to make decisions based on the observation and experimentation. Quantum Physics, Geophysics, Medical Physics, Computing Physics, Material physics, Environmental Physics, Communication, Physics Education, Engineering and Industrial Physics to list but a few are career courses in institutions of higher learning which cannot be undertaken without the knowledge of physics at secondary school level.

Physics is divided into two broad categories: Classical Physics and Modern Physics. Classical physics is the branch of physics that studies the mechanism of a particle of length greater than 10-6m. The branches of Classical Physics include motion, mechanics etc. Motion is the rate at which objects or bodies move. The study of a moving body without regard to what makes it move is referred to as kinematics. Therefore, kinematics entails speed, velocity, acceleration and relative speed. The knowledge of kinematics is in relation to all moving bodies including vehicles. While Quantum physics is the branch of physics that studies the mechanisms of a particle less than a length of 10-6m (Okoli, 2019). Quantum Physics is the study of matter and energy at the most fundamental level. Quantum Physics is required to uncover the properties and behaviours of every building blocks of nature. Quantum Physics examines very small objects such as electrons and photons. These electrons and photons are all around us acting on every scale. The branches of quantum physics include uncertainty principle, wave-particle duality, energy levels, and photoelectric effect. The discovery of Quantum Physics led to the discoveries of valuable resources like computers, lasers, transistor etc.

Interestingly, as important as physics is, students’ academic achievement in the subject at secondary school and institution of higher learning has not been encouraging. In Nigeria, there has been a recurring unacceptable attainment of students in physics. Record of students’ performance at Senior School Certificate Examination (SSCE) in physics conducted by West African Examination Council (WAEC) according to Adolphous (2018) shows that between 2001 and 2009 (except in 2006), less than 50% of the students who enrolled for physics obtained credit level pass and above to secure admission into the university in order to pursue courses that require physics. The researcher also stressed that the failure rate continued from 2007 to 2009 (42.9%, 47.1% and 46.2%) and in 2013 (46%) with an improved achievement in 2010, 2011 and 2012 (50.2%, 62.6% and 67.2%). According to Onah and Achufusi (2022) shows that the failure trends continued in 2015, 2017; and 2020 (47.83%, 41% & 36% respectively) with an improved achievement in 2016, 2018; and 2019 (71%, 87% & 80% respectively). In general, this cannot be considered an acceptable achievement as many have lamented that achievement of Nigeria students in physics at the Senior School Certificate Examination (SSCE) has been generally not so good (Adaramola & Obomanu, 2011). Even the WEAC chief examiners report in physics specifies areas of students’ weakness and the way forward to better achievement in the subject. They stated that many students cannot properly draw physics diagram, give correct definitions of some concepts or solve some problems, using mnemonic to master some physics equations. The Chief examiners also reported that there are challenges in Nigerian students’ understanding of concepts such as speed and velocity. They opined that the speed and velocity were wrongly interchanged among upper secondary students in Nigeria, and some students clearly demonstrated misconceptions rooted in a distance and displacement relation with speed and velocity respectively. They suggested as well that teachers should teach students rules guiding physics diagram using cmaps and should provide teaching aids and models to help students understand physics concepts.

The students’ poor achievement in physics in particular and sciences in general has been attributed to many factors. These include; poor methods of physics instruction by the teachers, insufficient number of qualified physics teachers, lack of indigenous textbooks, inadequate apparatus in the physics laboratory, poor classroom management by physics teachers, teacher’s belief and attitude towards physics, physics teacher’s inability to improvise,  inadequate instructional materials and aids, educational background and parental expectations on the learners and finally students’ related  factors or variables like students’ academic anxiety, academic self-efficacy, academic locus of control, academic motivation and more ( Adedayo & Jegede, 2013). This study therefore is set to find out the effect of mind-mapping teaching approach on students’ academic achievement in physics.

Mind-mapping teaching approach is defined as a schematic diagram used to represent concepts, words, tasks, ideas or other items which are linked and arranged radially on a central key concepts or words. Mind-mapping can apply cmap and pictures to generate visualize linkages of the concepts which in turn helps to classify the concepts and as well help in solving quantitative problem and in decision making. According to Buzan and Buzan (2010) mind-mapping teaching strategy is a powerful graphic organizer of ideas which provides a useful links or keys to unlocking the potentials of the individual brain. Mind mapping is a highly effective way of getting information in and out of your brain. Mind mapping is also a creative and logical means of note-taking and note-making that literally "maps out" your ideas. It harnesses the full range of critical skills, words, images number, logics, rhythm, color and spatial awareness in a single uniquely powerful manner. The mind mapping instructional strategy is an example of a non-linear approach to learning that encourages the learner to think radically and to use only key words and images that are non-linearly linked together for new and prior knowledge (Dhindsa & Anderson, 2011). In the mind mapping, only essential words, clauses and phrases are used. This strategy is easy for the novice learner to apply and it also encourages self-expression and exploration of a concept by the student. There are no limits to associations and connections of the concept. Anderson, and Ellis (2013), defined Mind-mapping teaching approach as an approach that allows the student to build upon existing knowledge when new information is presented that enables meaningful learning to take place. All mind mapping have some things in common. They have a natural organizational structure that radiates from the centre and uses lines, symbols, words, colour and images according to simple, brain-friendly concepts. Mind mapping converts a long list of monotonous information into a colourful, memorable and highly organized diagram that works in line with your brain's natural way of doing things. Parikh (2015) defined mind-mapping teaching strategy as a convenient graphical too that helps the learner think and learn by putting complex concepts or interconnected concepts into simpler forms or idea. Mind-map can be used to summarize notes, textbooks and other learning aids. Mind-map allows the learners to organize hierarchical conceptual framework of the concepts taught. Mind-map enables the learner to brainstorm and structure his thoughts about concepts using graphics, diagrams, color and mnemonics. Mind-mapping teaching approach is a structured planning that includes a central concept from which radiates the main ideas to embrace information from the most comprehensive to the least comprehensive. A mind map contains pictures, symbols, and drawings. In this study, mind maps of the motion (target content) were designed and arbitrated.

The general desire to improve teaching performance and student’s academic achievement in Physics should be a concern of all stakeholders in education in Nigeria. Therefore, this study seeks to examine the effect of Mind-mapping Teaching Approach on Students’ academic achievement in Secondary School Physics in Enugu East L.G.A. of Enugu State, Nigeria.

Gender has been noted by researchers over the years as having impact on achievement in Physics and its related disciplines (Akumah, 2013). Akumah even stressed that science, technology and their related disciplines are male-reserved while Art and Humanities are female reserved. This belief makes boys appear to have a natural positive attitude towards science and technical subjects while girls show more inclination to Arts and Humanities. The problem is even compounded by the fact that most science educators give masculine outlook to science subjects such as chemistry and physics (Babajide, 2010); encouraging females to go rather for biology, agricultural science and home economics which they consider to be more female-friendly science subjects. Some other researchers (Nwankwo & Okoye, 2015; Orefor, 2016) opined that gender has no influence on students’ achievement in the sciences. All these and related treatments make girls have phobia for science and science-related subjects which definitely affect their future career-choice and eventual achievement. Due to lack of consensus regarding the issue of gender and science and more importantly to capture the interest of girls, and consequently improve their achievement in physics and other science related carriers, there is a need therefore to try such innovative strategy as scaffolding teaching approach to see what effect it will have on achievement of male and female students in the sciences especially Physics.

 

Statement of the Problem

 

In Nigeria, emphasis has been placed on secondary school students’ academic achievement and interest because of its direct positive impact on national development. Young students in secondary schools today are expected to be leaders of tomorrow and the quality of manpower the nation can boast of in the future. Also, students’ academic achievement is measure for gaining admission into institutions of higher learning. More so, students advances in the understanding of quantum physics leads directly to the development of new products such as televisions, computers, domestic appliances and nuclear weapons that have dramatically transformed modern-day society. Advances in quantum physics led to the development of industrialization and advances in mechanics inspired the development of calculus. Physics thus makes significant contributions through advances in new technologies that arise from theoretical breakthrough. In view of the positivisms of physics to mankind, many researchers in recent time are interested in the factors affecting academic achievement and interest in physics in particular and sciences in general with a view to finding solutions to the problems of poor academic achievement. Studies on students’ academic achievement have mostly pointed out that effective and innovative teaching approaches are the major variable that enhances academic achievement, yet they have received very little attention if any, in the literature of Enugu East L.G.A. In view of the on-going,  the present study identifies mind mapping teaching approach whose effects on academic achievement have not been so much reported in the literature of Enugu East L.G.A and hence deemed it very important to find out the Effect of mind mapping teaching approach on students’ academic achievement in motion and kinematics  in the L.G.A.

 

Purpose of the Study

 

The main purpose of the study is to investigate the effect of mind-mapping teaching approach on students’ academic achievement in motion and kinematics in Enugu East L.G.A of Enugu State.

Specifically, the study seeks to find the:

 

1.     Difference between the mean achievement scores of students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

2.     Difference between the mean achievement scores of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

3.     Interaction effect of teaching approaches and gender on students’ achievement in motion and kinematics.

 

Research Questions

 

The following research questions were designed to guide the study

1.     What is the difference in the post test mean achievement scores of physics students taught using motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching?

2.     What is the difference in the mean achievement scores of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching?

 

Hypotheses

 

The following null hypotheses were formulated for the study; which was tested at 0.05 level of significance:

 

1.     There is no significant difference in the post test mean achievement scores of physics students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

2.     There is no significant difference in the mean achievement score of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

3.     There is no significant interaction effect of gender and teaching methods on students mean achievement scores in physics.

 

 

METHOD

 

A posttest quasi-experimental research design, specifically non-equivalent control groups design was adopted for the study. A posttest quasi-experiment is an experiment where randomization assignment of subjects to experimental and control groups is not possible (Nworgu, 2015). The design was considered appropriate for the study because intact classes were used to avoid disruption of normal class lesson. Fifty-one (51) SS 2 physics students (16 males & 35 females, Ages of 14years and above) drawn through purposive sampling technique from two co-educational secondary schools in Enugu          East Local Government Area of Enugu State (Umuchigbo H. S Iji-Nike and C. S. S. Ugwuogo Nike; both in Igbo ethnicity of Nigeria) were used for the study. Purposive sampling was used to select two co-educational schools in the local government area based on the existence in those schools of well-equipped physics laboratories and experienced physics teachers with teaching qualification. Simple random sampling technique (precisely balloting) was next used to assign experimental and control treatments to the schools. The technique was used so as to provide classes where boys and girls work together under the same classroom environment .Intact classes were used in the sampled schools so as not to disrupt the normal school activities. Four weeks were used for the experiment. Each week had two periods (double periods each) of 40 minutes per period. The control group was taught using guided discovery method which involves content-rich activities such as demonstrations, lecture, explanation, assignments, experiments and quantitative problem-solving which does not involve the students in mind-mapping processes. For the experimental class, the same set of activities for the control group was carried out for both double periods; but in addition to discussing and writing down their observations, students were engaged in such mind-mapping activities as:

 

a) Mind Maps

 

Mind mapping is a visual technique that enables students to express their ideas and share their knowledge freely. By means of key concepts and codes on the subject and making use of pictures and figures, this technique gets both lobes of the brain active. Presenting the ideas that come to students’ minds on a schema related to a specific structure of knowledge makes it easier for students to correlate them with the other structures of knowledge and see all the dimensions of the knowledge concerned as a whole

 

b) Concept Maps

 

Concept maps are defined as the schematic drawings which are used for showing the meaningful relations among the concepts in a proposition form. The concept map is a practical technique of scaffolding teaching approach as it helps students relate their previous knowledge with the new knowledge.

 

c) Word Association Test

 

It is the most common and the oldest methods in the investigation of cognitive structure and has been used by several researchers. In this technique, mnemonic are used to memorize concepts.

 

d) Clinical interview

 

This has been used by researchers to determine the interest of the students. It is a conversation of an expert with a student, focused by initial questions about the situations represented in series of line diagrams to check the student’s interpretation of natural phenomena or social occurrence. It enables the students to interact closely with experts (the researcher).

The instrument used for data collection were the Physics Achievement Test (PAT) adopted from WAEC past Questions between 2015-2020 comprised 25 multiple-choice items with four options (prep-50). The instruments were face and content validated by three experts and tested for reliability using Kuder Richardson 20 (KR-20) which yielded a coefficient of 0.85. The instrument was administered to the students’ after the treatment. The test was scored by the researcher to avoid bias. The results obtained were used for analysis. Research questions were answered using mean and standard deviation (SD) while the hypothesis were tested using ANCOVA.

 

Procedure/ Authorization

 

Data was collected after formal permission from the competent authorities. Complete instrument and instructions for answering the research instruments were passed to the respondents in an identical manner. The research assistants were trained for this purpose. To overcome possible variations and errors, the class environment for data collection was kept the same in all classes. The instrument was administered to the students in a single session during one of their classes. The students were given a time limit of 30 minutes to complete the research instrument, though most students finished the instruments in about 25 minutes.

 

 

RESULTS

 

Research Question 1: What is the difference in the posttest mean achievement scores of physics students taught using motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching?

 

Answer to Research question 1 is presented in Table 1.

 


 

 

Table 1: Mean and Standard deviation of achievement scores of students taught motion and kinematics using mind-mapping teaching approach and those taught using the guided discovery approach

 

Teaching Method                                 Post-test

 

                                                 N     Mean    SD          Mean Difference

Mind-mapping                           25      68.16       9.44                    8.08

Guided discovery                      26      60.08       11.10

 

 


Table 1 shows the  posttest mean achievement and standard deviation scores of students taught motion and kinematics using mind-mapping teaching approach were 68.16 and 9.44 while their counterpart taught using the guided discovery approach, on the other hand, had mean and standard deviation scores as 60.08 and 11.10 respectively. This shows8.08 difference in mean scores between the two groups in favor of the students taught with mind-mapping teaching approach. The result shows that the students in the mind-mapping teaching approach had higher post-test mean achievement score than their counterpart in the guided discovery approach.

 

Research Question 2: What is the difference in the mean achievement scores of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching?

Answer to Research question 2 is presented in Table 2


 

 

Table 2: Mean and Standard deviation of achievement scores of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught with the guided discovery teaching approach.

 

Gender                                               Post-test

                                            N     Mean    SD      Mean Difference

 

Male                                   16      63.81        14.29

                                                                                             0.33

Female                                35      64.14       9.38

 

 


Table 2 shows post-tests mean achievement and standard deviation scores of male students 63.81 and 14.29 respectively and their female counterpart (64.14 and 9.38) taught motion and kinematics using mind-mapping teaching approach and their counterpart taught using the guided discovery teaching approach. The gain in mean achievement score for two genders is 0.33 in favor of the female students. The mean difference is not significant amongst the gender. Therefore, there is no gender difference.

 

Hypothesis 1: There is no significant difference in the posttest mean achievement scores of physics students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

 


 

 

Table 3: Summary of Analysis of Covariance of effect of mind-mapping teaching approach on students’ achievement in motion and kinematics by Treatment and Gender.

 

Dependent Variable:   posttest 

Source

Type II Sum of Squares

df

Mean Square

F

        Sig.

Partial Eta Squared

Corrected Model

1068.561a

3

356.187

3.359

.026

.177

Intercept

175581.109

1

175581.109

1655.973

.000

.972

Approach

1059.483

1

1059.483

9.992

.003

.175

Gender

23.121

1

23.121

.218

.643

.005

Interaction

220.358

1

220.358

2.078

.156

.042

Error

4983.360

47

106.029

 

 

 

Total

215204.000

51

 

 

 

 

Corrected Total

6051.922

50

 

 

 

 

a. R Squared = .177 (Adjusted R Squared = .124)

 

 


Table 3 shows that the probability associated with the calculated value of F (1,47) = 9.992 for the effect of mind-mapping teaching approach on students’ academic achievement in motion and kinematics is .003. Since the probability value of .003 is less than the .05 level of significance (p < .05), the null hypothesis was rejected. Thus, there is a significant difference between the mean achievement scores of the students taught motion and kinematics in secondary schools with mind-mapping teaching approach and those taught with guided discovery approach in favor of those in experimental group (mind-mapping teaching approach).

 

Hypothesis 2: There is no significant difference in the mean achievement score of male and female students taught motion and kinematics using mind-mapping teaching approach and those taught using guided discovery approach as a method of teaching.

Table 3 shows that the probability associated with the calculated value of F (1,47) =.218 for the influence of gender on students’ academic achievement in motion and kinematics is .643. Since the probability value of .643 is greater than .05 level of significance (p .05), the null hypothesis was accepted. Thus, gender has no significant influence on the academic achievement of students in motion and kinematics.

 

Hypothesis 3: There is no significant interaction effect of gender and teaching methods on students mean achievement scores in physics.

Table 3 reveals that the calculated value of F (1, 47) =2.078 for the interaction effect of treatment and gender on students’ academic achievement in motion and kinematics had a probability value of .156. Hence, there is no significant interaction effect of treatment and gender on students’ achievement in motion and kinematics since the probability value is greater than the .05 level of significance (p  .05).

 

 

DISCUSSIONS

 

The result of this study as shown in Table 1 revealed that students taught motion and kinematics using mind-mapping teaching approach and those of the control group taught with the guided discovery after the experiment, the experimental group performed better in the mean achievement score test than those taught using the guided discovery teaching approach. From Table 3, significant difference existed between the academic achievement scores of the experimental and control groups in favor of the experimental group. This result is consistent with the findings of Akanbi, Olayinka, Omosewo & Mohammed (2021). In that study, Akanbi, Olayinka, Omosewo & Mohammed observed that mind-mapping teaching approach had a significant positive effect in promoting students’ conceptual understanding and retention when compared with the effect of conventional teaching method of instruction.

In the present study, mind-mapping teaching approach was used to highlight the intelligibility and the usefulness of the selected Physics concepts motion and kinematics and so promoted achievement scores in students by getting them actively involved in constructing their own knowledge through active involvement in metacognitive processes. The result also agreed with the findings of Ali (2013), Adodo (2013), Jibrin, Abdullahi, Zayum, & Abdullahi, (2012), Okeke, (2011), Parikh, (2015).More so, the mind-mapping teaching processes used in the present study gave the students in the experimental group opportunity to interact among themselves and with the more knowledgeable others especially during clinical interview, creating cognitive conflict in students which led to dissatisfaction alternative conceptions. Resolving these dissatisfactions result in conceptual understanding as well, which in turn promoted their academic achievement. This type of interaction also helped the students to share their ideas with each other and ponder those ideas in depth. Engagement in word association test; and mind-mapping created enthusiasm in students which encouraged conceptual understanding in them which is evident in students as they restructure their initial concepts having found the new ones more meaningful. On the other hand, guided discovery teaching approach which was used on the students in the control group comprised lecture, use of textbooks, assignment and only explanation of important concepts where, according to Ceylan & Geban (2010), teachers’ major task was to transfer knowledge to students. The conventional teaching approach does not engage students in metacognitive processes like concept maps, mind mapping and so, did not have enough quality to eliminate students’ alternative conceptions and bring about conceptual understanding in students.

Table 2 showed that gender has no influence on students’ academic achievement on Physics concepts (Motion and Kinematics) using mind-mapping teaching approach. This is because, no significant difference existed between the academic achievement scores of male and female students in the experimental group and control group. The result agrees with Akanbi, Olayinka, Omosewo& Mohammed (2021), Awodun (2019), Piraksa, Srisawasdi and Koul (2013), Orefor (2016); and Nnorom (2015). On the other hand, the study disagrees with Nworgu, Ugwuanyi and Nworgu (2013) and Nwankwo and Madu (2014) who noted a gender difference with a teaching method.

From the Data displayed in Table 3 there is no significant interaction between instructional approach and gender on students’ academic achievement scores in Physics was observed. This result agreed with the findings of Nwankwo and Madu (2014), who discovered no significant interaction between gender and instructional approach on students’ conceptual change in physics, agreed with the present finding. On the other hand, Baser and Durmus (2010) who noted a significant interaction between gender and instructional treatment on students’ academic achievement in Motion and Kinematics. It is obvious that there is no agreement in the research community concerning the interaction effect of gender and instructional strategies have on students’ conceptual understanding of science especially physics concepts. The differences in observation by different researchers could be attributed to the influence of location and some other extraneous threats to the experiment. There is therefore a great need to embark in more studies in order to shed further light on this issue. 

 

 

CONCLUSION/ RECOMMENDATIONS

 

Use of mind-mapping teaching approach in science instruction is effective in increasing Physics students’ academic achievement. This is because, the students performed significantly better in posttest scores, when taught motion and kinematics using mind-mapping teaching approach than when taught same concepts using conventional teaching approach. The study however, showed there is no significant gender difference in students’ academic achievement scores.

Based on the findings of the study, the following recommendations were made:

 

1) Teacher educators in Universities and Colleges of Educations should be focused on preparing Physics teachers to acquire appropriate skills and competence needed for mind mapping instructional approach.

2) Federal Ministry of Education should incorporate mind mapping teaching approach based on the information collected here as a basis for taking decision on the best instructional approaches to be adopted in Nigerian secondary school physics curriculum as opposed to using guided discovery teaching approach. This is so, as activity-based approaches are aimed at making science (especially Physics) learning interesting and exciting which in turn improves academic achievement.

3) Teacher-training programme designers should include in its curriculum a course on mind mapping teaching approach, while practicing teachers should be re-trained in the approach through seminars, workshops, conferences, in-service trainings, annual teacher vacation courses and refresher courses.

4) Curriculum should be reviewed by curriculum planners to reflect the approach while textbook authors should be encouraged to incorporate the approach in Physics textbooks.

 

 

Limitations of the Study

 

The findings of this study may have been affected by some limiting factors such as

 

1. The study was limited to the teaching of some selected Physics concepts using Mind-mapping and guided discovery approach.

2. Only two schools within Enugu East Local Government Area were used.

3. The sample size used may not have been a good representation of the entire population of the study.

 

 

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Cite this Article: Onah, KT; Anamezie, RC; Nnadi, FO (2022). Effect of Mind-Mapping Teaching Approach on Students’ Academic Achievement in Physics Concepts of Motion and Kinematics. Greener Journal of Educational Research, 12(1): 31-41.