Effects of Concept Mapping Method of Teaching on Students’ Learning Outcome and Retention in Biology in Secondary Schools in Kontagora Metropolis

Abstract

This study investigated the effect of concept mapping method of teaching on students’ learning outcomes and retention in Biology in senior secondary schools within Kontagora metropolis. A pre-test, post-test, and delayed post-test quasi experimental design was adopted. Out of 1,984 senior secondary class two (SS II) students from 28 schools, 80 were randomly selected from four schools (two assigned to concept mapping instruction and two to conventional teaching). A standardized Reproduction in Flowering Plants Achievement and Retention Test (RFPART) was administered at pre-test, post-test, and delayed post-test stages. Data were analyzed using t-test statistics at p < 0.05. Findings revealed that there was a significant difference in the pre-test performance of students in the concept mapping and conventional method groups, no significant difference in post-test scores, and better retention among female students compared to their male counterparts in the concept mapping group. It was recommended that Biology teachers adopt concept mapping as a regular instructional strategy to improve students’ long-term learning outcomes.