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) |
|
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 |
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: |
|
|
|
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.
REFERENCES
Abubakar,
S. (2012).Roles of physics education for technological development for
employment and self-productivity in Nigeria.
Journal of Educational and Social Research, 2(10), 166-170.
Abugu, E.C. (2010). Penultimate biology methods
for colleges and universities. Chi-n-Chi publishers ltd. Enugu.
Adaramola M.O. & Obomanu,
B.J. (2011). Factors related to under achievement in science, technology and
mathematics education (STEM) in secondary schools in River State, Nigeria. World Journal of Education, 1(1),
102-109.
Adedayo, J.O. & Jegede, S.A. (2013). Enriching physics
education in Nigeria towards enhancing a sustainable technological development.
Greener Journal of Educational Research 3(2),
80-84.
Adodo, S. O. (2013). Effect of mind-mapping as a
self-regulated learning strategy on students’ achievement in basic science and
technology. Mediterranean Journal of Social Sciences, 4(6),
163-172.
Adolphuss,
T. (2018).
Pupil attainment in secondary school physics: The case of Nigeria including
implications for teachers and teacher educators. Journal of Social Science Research
2(12). Doi:10.24297/jssrv12i2.7661. retrieved from
hhtps://cirworld.com.
Akanbi,
A.O., Olayinka, Y.W., Omosewo,
E.O., & Mohammed, R.E. (2021). Effect of Mind Mapping
Instructional Strategy on Students’ Retention in Physics in Senior Secondary
Schools. Anatolian Journal of Education, 6(1), 145-156.
Akumah, U. (2013). Gender
parity for sustainable national development. UNIZIK Orient journal of education 7(1), 128
– 134.
Ali, G. (2013). The effect of mind-mapping
applications on upper primary students ‘success and inquiry learning skills in
science and environment education. International
Research in Geographical and Environmental Education.
Anyakoha, M. W. (2016). New school physics for
senior secondary schools. 6th ed. Onitsha: African first publishers limited.
Awodun, A.O. (2019). Effects of Scaffolding teaching strategy on Students’ academic
performance in Secondary School Physics in Ekiti
State for Creativity and Economic Development. Journal of School of Science, Federal
College of Education, Abeokuta, Nigeria.
Babajide, V. T. F. (2010). A generative and
predict-observe-explain instructional strategies as determinants of senior secondary school students’ achievement and
practical skills in physics. Unpublished PhD
dissertation, University of Ibadan, Nigeria.
Bansal, A. (2017).Effect of Instructional
Scaffolding on High School Students Academic Achievement and Attitude towards
Science in India.International Journal of
Science Technology and Management, 6(3):228-235.
Baser, M & Durmus, S. (2010). The effectiveness of computer supported
versus real laboratory inquiry learning environments on the understanding of
direct current electricity among pre-service elementary school teachers.
Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47-61.
Boris, O. O. (2020). Effects
of scaffolding teaching strategy on secondary school chemistry in Ekiti State. International
Journal of Scientific Development and Research.5(8) 457-461
Buzan, T., & Buzan, B. (2010).The
mind map book: unlock your creativity, boost your memory, change your life. Harlow,
UK: Pearson
Ceylan,
E. & Geban, O. (2010). Promoting
conceptual change in chemical reactions and energy concepts through conceptual
change-oriented instruction. Education and science, 35(157),46-34.
Dhindsa, H. S., & Anderson, O. R. (2011). Constructivist-visual mind map teaching approach and the
quality of students’ cognitive structures. Journal of Science Education and
Technology, 20(2), 186-200
Eryilmax, H. (2016). The
effect of peer instruction on students’ achievement and attitude towards
physics. Doctoral
dissertation, Dept of secondary science and
mathematics, Middle East Technical University.
Federal Ministry of
Education, FME.
(2009). National physics curriculum for senior secondary schools: Abuja: Nigerian educational research and
development.
Gabriel, U. E. (2012).Effect of guided inquiry teaching method on students’ academic
achievement in upper basic science. Unpublished Master degree Thesis,
University of
Nigeria,
Nsukka,
Mesut,
S., & KattyCabe, T. (2016).Change or durability? The
contribution of metaconceptual awareness in
pre-service early childhood teachers’ learning of science concepts Research
in science education. Retrieved from Http://Citeweb.Info/20160462862">Change
Or Durability? 1-17.
Nnorom, N. R. (2015). Effect
of cooperative learning instructional strategy on senior secondary school
students achievements in biology in Anambra State.
International journal for cross-
disciplinary subjects in education.(IJDSE), Special edition 5(1), 2424 – 2427.
Nwali, M. A. (2014) Effect of instructional scaffolding on junior secondary school
students’ achievement in computer science in Ikwo
Local Govt Area of Ebonyi
State. Unpublished undergraduate project, Ebonyi State University, Abakaliki.
Nwankwo,
M. C. & Okoye, K. R. E. (2015). Influence of college
clubs in increasing students’ interest and achievement in Nigerian post –
primary schools as perceived by science students. Journal of Education and Practice, 6(18), 184 – 193. www.iiste.org.
Nwankwo,
M. C., Achufusi, N. & Offiah,
F. C. (2019).Effect of metaconceptual teaching
intervention on students’ conceptual understanding in physics. International journal of science and research (IJSR), 18(1), 2319 – 7064.
Nwankwo,
M. C. & Madu, B. C. (2014). Effect of analogy
teaching approach on students conceptual change in
physics. Greener Journal of Educational
Research 4(4), 11 – 12
Nworgu, B.G. (2016), Educational Research. Basic Issues and methodology (4thed). By
University Trust Publisher Nsukka, Enugu
Nworgu,
B. G. & Ugwuanyi, C. S. (2014). Assessment of senior
secondary school physics students’ conceptual understanding of force and
motion. Journal of Science Teachers Association of Nigeria,49(1),170-186.
Nworgwu,
B. G., Ugwuanyi, C. S. & Nworgwu,
L. N. (2013).
School location and gender as factors in senior secondary school students conceptual understanding of force and motion. International journal of
educational research and technology, 4(4), 71 – 76.
Ogunseemi, O.F. (2013). Effects of Scaffolding Strategy on Learner‟s
Academic Achievement in Integrated Science at the Junior Secondary School
Level. European Scientific Journal 9(17):149-155.
Okafor, O. S. (2020). Interest
as predictor of academic achievement of secondary school students’ in Physics.
British Journal of Education, Learning
and Development Psychology 3(3) 2682-6704
Okeke, E.A.C. (2014). Making Science Education Accessible to all
23rd Inaugural Lecture of the University of Nigeria. University of Nigeria Press.
Okeke, O. J. (2011). Effect of mind
mapping teaching strategy on students’ achievement, Interest and retention in
senior secondary school Chemistry (Unpublished Ph. D thesis), University of
Nigeria, Nsukka, Nigeria.
Okoli, D.
(2019). Introduction to quantum physics. Nnamdi Azikiwe University, Awka.
Omoniyi A. O. (2017). Relative effectiveness of problem solving approach and Vee mapping on Students’ performance in Chemistry in
Secondary Schools in Ondo State, Nigeria. European
Journal of Education Studies,3(6), 796-806.
Omoniyi, A. O. & Torru, T .S. (2018). Effects of
Scaffolding Teaching Strategy on Student’ Performance in Chemistry in Secondary
Schools in Ondo State, Nigeria. Advances in Social Sciences
Research Journal. 5(9),
239-244).
Onah, K .T. & Achufusi, N. N. (2022).Effect of meta-conceptual teaching
approach on students’ academic achievement and interest in quantum physics in
Enugu Education Zone. African Journal of
Science Technology and Mathematics Education8(1) 80-90
Orefor, J. A.
(2016). Effect of
metacognitive instructional strategy on secondary school students’ academic
achievement in chemistry. An unpublished M. Sc. Thesis, Dept. of Science Education, Nnamdi Azikiwe University, Awka.
Palincsar, A. S. (1986). The
role of dialogue in providing scaffolded instruction.
Educational Psychologist.21 (1
&2), 73-98.
Parikh, N. D. (2015). Mind map and concept map as complementary
tools for teaching. The International Journal of Indian Psychology, 2(4),
147-158.
Piraksa,
C., Srisawasdi, N. &Koul,
R (2013).
Effect of gender on students’ scientific reasoning ability: a case study in
Thailand. Procedia social and behavioral sciences, 116 (2014), 486 - 491.
Sani, A. (2012). Role of physics education for technological development for
employment and self-productivity in Nigeria. Journal of Educational and Social Research, 2(10), 166-168.
Ugwuanyi, C. I. & Achufusi, N. N. (2021).Self-efficacy and locust of control
as predictors of academic achievement in physics among secondary school
students’ in Agbani Education Zone. African Journal of Science Technology and
Mathematics Education 7(2) 54 – 59.
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. |