Authors : J.C. Onuoha, U.D. Asogwa, D.I. Igba and I.R. Otoja
Abstract: This study investigated the effects of concept mapping instructional strategy on the retention of JSS students in social studies education concepts. Four research questions and three hypotheses were formulated and tested. Social Studies Concept Test (SSCT) was used to collect data. The study is a quasi-experimental study of a non-equivalent control group design. A multi-stage sampling technique was used to draw a sample of 664 JSS 2 students from the six schools used for the study in Nsukka educational zone in Enugu State. Six regular teachers from the schools used formed the research assistants. The data collected were analysed using a two-way Analysis of Covariance (ANCOVA). The findings showed that concept mapping instructional strategy enhances the mean retention scores of students in social studies education concepts. It also, bridges the gap between male and female student’s retention. The researcher among others recommended that teachers in social studies should make use of concept mapping in the teaching of social studies concepts.
J.C. Onuoha, U.D. Asogwa, D.I. Igba and I.R. Otoja, 2016. Effects of Concept Mapping Instructional Strategy on Junior Secondary School Student’s Retention of Social Studies Education Concepts. International Business Management, 10: 6784-6788.