EFFECT OF MINDMAPPING TEACHING STRATEGY ON ACHIEVEMENT, INTEREST AND RETENTION OF SENIOR SECONDARY SCHOOL STUDENTS IN COMPUTER STUDIES IN IMO STATE

SOURCE:

Faculty: Agriculture
Department: Science Education

CONTRIBUTORS:

Okereke, C.M;
Okigbo, E.C;

ABSTRACT:

The aim of this study was to determine the effect of mind-mapping teaching strategy on achievement, interest and retention of senior secondary school students in computer studies. Six research questions and nine null hypotheses provided focus to the study. The design was quasi experimental that employed a pre-test, post-test` non-randomized control groups. A total of 105 computer studies students were randomly selected from a total population of 1, 698 students involved in the study. Two instruments: Computer Studies Interest Rating Scale (CSIRS) and Computer Studies Achievement Test (CSAT) were used for data collection and were validated by the experts and the reliability established to be 0.84 and 0.92 respectively. The experimental group was taught using MMTS while the control group was taught using conventional method. The research questions were answered using mean and standard deviation while the null hypotheses were tested at 0.05 level of significance using analysis of covariance. From the findings, it was observed that; mind-mapping teaching strategy enhanced achievement, interest and retention in computer studies more than conventional lecture method; no significant difference exists in the achievement, interest and retention of male and female students taught with mind-mapping strategy; there was no significant interaction between teaching methods and gender on students’ achievement in computer studies; and a non-significant interaction effect was observed between teaching methods and gender as measured by the students interest as well as retention in computer studies. Since mind-mapping enhanced achievement, interest and retention of (male and female) students equally in computer studies, by implication teacher effectiveness resulting from the use of this strategy will affect students in learning computer studies which may result to a remarkable achievement, retention and sustenance of learners’ interest. The study recommended that computer studies teachers should adopt MMTS as a teaching strategy in Computer studies classrooms and laboratories.

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