Impact of Mind-Mapping Instructional Strategy on Secondary School Students’ Achievement and Retention in Biology in Delta State

Abstract

The study investigated the Impact of mind-mapping instructional strategy on Secondary School Students Achievement and Retention in Biology in Delta State. Two research questions were raised and two hypotheses were formulated to guide the study. The design for the study was pretest, posttest, and delayed test control group quasi-experimental design. The Sample for the study comprised 151 SSII Biology students sampled using simple random sampling technique. Instruments used for data collection were duly validated Biology Achievement Test (BAT). Reliability of BAT was established using Kuder-Richardson formula 21 (KR-21) which yielded a reliability coefficient of 0.81. Obtained data were analyzed using mean, standard deviation, t-test, percentage and ANOVA. The results show that there was a significant difference in the mean achievement and retention between students taught Biology using mind-mapping strategy and lecture method. It was concluded that mind-mapping strategy promotes students’ achievement and retention in Biology more than the lecture method. It was thus, recommended that biology teachers in secondary schools should adopt and integrate the use of mind-mapping strategies in the teaching and learning of Biology in Delta State.