Concept Mapping Strategy and Academic Performance in Basics Science among Primary School Pupils in Odukpani Local Government Area of Cross River State

Abstract

This study examined the concept mapping and academic performance in Basic Science of primary school pupils in Odukpani Local government Area of Cross River State. The independent variables examined include gender, problem solving technique, retention and dependent variable is academic performance of student in Basic Science. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. Literature was reviewed based on the variables in the study. The research design was adopted for this study was the pre-test post -test control group design. One hundred fifty (150) primary five pupils in five intact classes were selected using stratified and simple random sampling technique for this study. The instrument used for data collection was Basic Science achievement constructed by the researcher. Independent t-test statistic was used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed The result of this hypothesis revealed that pupils’ gender, problem solving technique, retention differ significantly in Basic Science performance when taught Basic Science using concept mapping among primary five pupils. Based on the findings of the study, it was recommended among others that Basic Science teaching and evaluation strategies should be gender bias free. This will make males and females to see themselves as equal, capable of competing and collaborating in school activities. Thus, enhancing performance in Basic Science