Effects of Concept Mapping and Problem Solving Instructional Strategies on Secondary School Learning Outcomes in Chemistry

Abstract

The aim of the study was to determine the effect of concept mapping and problem solving instructional strategies on secondary school students' learning outcomes in Chemistry. The study adopted pre-test, post-test, control group quasiexperimental design, using a 3×2×2 factorial matrix. Two null hypotheses were tested at 0.05 level of significance. The subjects consisted of two hundred and fifty (250) students, randomly selected from six secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria. The subjects comprised of 148 males and 102 females. The instruments used to collect data were: “Chemistry Achievement Test (CAT)” r=0.756, “Chemistry Attitude Questionnaire (CAQ)” r=0.756, The data collected were analysed using inferential statistics of Analysis of Covariance (ANCOVA), and Scheffe post hoc analysis. The results showed that students exposed to problem solving instructional strategy had the highest mean score of 11.920 followed by those of concept mapping instructional strategy with mean score of 10.690 while those of conventional strategy obtained 7.290. There was a significant main effect of treatment on students' academic achievement in Chemistry [F(1,237) = 120.372; P < 0.05] and also a significant main effect of treatment on students' attitude to Chemistry [F(1,237) = 16.387; P < 0.05]. Based on these findings, it was recommended that Problem Solving and Concept Mapping Instructional strategies should be adopted by teachers of Chemistry in teaching the subject. African Research Review Vol. 2 (1) 2008: pp. 162-176