Impacts of Concept Mapping Strategy on Performance of Students of Different Ability Levels in Algebra in Kogi State, Nigeria

Idris Ibrahim Omeiza

Abstract


This study investigated the effect of concept-mapping strategy on the performance of secondary school students of different ability levels in 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 18,306 SS II students in Kogi state Nigeria. These subjects were divided into three ability levels: low, medium and high. One (1) hypothesis was formulated to direct the study. Algebraic Performance Test (APT) was used to collect data from the sampled schools. Data collected were analyzed using two ways Analysis of Variance (ANOVA) and post hoc Scheffe’s Test at P  level of significance. The result indicated that, there are significant differences in the mean performance score in algebra between subjects in experimental and those in control groups such that the diference between the mean score of students in each ability level in experimental group and those in control group is significant and also the mean score of medium ability level students in experimental group is higher than that of the high ability level students in control group. Based on the research findings, it is recommended among other that the use of concept mapping strategy for teaching mathematics should be encouraged by government in our secondary schools to improve high, medium and low ability level students’ performance in the study of algebra.


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