Effect of Concept-Mapping Strategy on the Attitude of Senior Secondary School Students of Varied Ability Levels in Algebra in Kogi State, Nigeria

Abstract

This study investigated the effect of concept-mapping strategy on the attitude of secondary school students of different ability levels towards algebra in Kogi State, Nigeria.  A quasi-experimental-control design comprising pretest and posttest was used and sample consisted of two hundred and forty (240) SS II students from six intact classes in six schools selected by multistage cluster sampling procedure from all senior secondary schools with a total population of 19215 SS II students in Kogi state Nigeria. These subject were divided into three ability levels: low, medium and high. One (1) hypothesis was formulated to direct the study. Algebraic Attitude Questionnaire (AAQ) was used to collect data from the sampled schools. Data collected were analyzed using Friedman Test and post hoc testing using Dunn Bonferroni analysis at P  level of significance. The result indicated that there are significant differences in the attitude mean rank responses in algebra among low, medium and high ability level students exposed to concept-mapping strategy and those exposed to conventional lecture method such that: the difference in the attitude mean rank responses in algebra between subject in each of the three ability levels exposed to concept-mapping strategy before and after treatment is significant among others.  Based on the research findings, it was concluded that: Concept-mapping strategy has significant effect in developing the high, medium and low ability level student’s attitude positively towards algebra. It is therefore recommended among others that the use of concept-mapping strategy for teaching mathematics should be encouraged in Nigeria senior secondary schools to develop high, medium and low ability level students’ attitude positively towards algebra.