Abstract
This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students’ achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of 210 (110males & 100 females) SSII students from three senior secondary schools in Kano metropolis, Kano state, Nigeria. The main objectives of the study were to find out whether a significant mean difference exists in students’ achievement in trigonometry when taught with concept mapping and cooperative learning strategies, and find out the effects of the two strategies on achievement based on gender. Data was collected using researchers developed achievement test in trigonometry tagged PRE-TAT & POST-TAT with a reliability coefficient of 0.75. Data analysis was done using descriptive statistics and Analysis of Covariance (ANCOVA). The findings from the study among other things showed that the students taught using concept mapping performed better than those taught using cooperative learning strategy and both the two strategies were significantly better than the use of conventional teaching methods. The male students taught with concept mapping performed significantly better than female students. Also, the findings revealed the existence of gender differences in achievement of the students taught using cooperative learning strategy as against the use of conventional methods where it was discovered that female students performed significantly better than male students. It was recommended among other things that curriculum planners should incorporate concept mapping and cooperative learning strategies in mathematics curriculum guidelines towards the enhancement of achievement of senior secondary school students in mathematics.
Highlights
The importance of mathematics especially in the development of science and technology has been well recognized and accepted worldwide (Eze, 1997; Bajah, 2000; Eguavon, 2002)
The actual source of the significance of the mean difference was determined by Scheffe’s Post‐hoc analysis in Table 3 in which it was found out that there is a significant mean difference in the application of the two innovative teaching strategies. These findings are consistent with Asan (2007), Ezeugo and Agwagah (2000) who discovered in their respective studies that concept mapping as a form of instructional strategy is effective in increasing students’ achievement in mathematics, it leads to a significant mean difference in the achievement of the students when compared with the use of regular, traditional or conventional teaching methods in the secondary school
Based on the findings from the study, it is concluded that the use of concept mapping and cooperative learning strategies assist students in the secondary school to learn, understand and achieve better results in trigonometry in mathematics than the use of traditional teaching methods
Summary
The importance of mathematics especially in the development of science and technology has been well recognized and accepted worldwide (Eze, 1997; Bajah, 2000; Eguavon, 2002). Mathematics is the precursor, cornerstone and the queen of science and technology as well as an indispensable single factor required in modern societal development. Adeniyi (1988) and Galadima and Yusha’u (2007) pointed out some of the reasons why secondary school students perform poorly in mathematics to include the use of poor quality instructional methods, techniques and strategies, negative attitudes, shortage of qualified mathematics teachers and poor learning environment These problems most especially the use of poor
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
