Use of Lecture Method and Concept Mapping Strategies in Enhancing Primary School Pupils Achievement and Retention in Social Studies at Makurdi, Nigeria

Abstract

This study investigated the use of concept mapping strategy with the lecture teaching method as it affects achievement and retention ability of primary six pupils in social studies. A total of 244 primary six pupils from Makurdi local government area of Benue State, Nigeria, were randomly selected. The total number of boys was 123, while that of girls was 121. A Quasi experimental design was adopted for the study. Two instruments were used for data collection, namely: the social studies achievement test (SSAT) and social studies retention test (SSRT). The data collected were subjected to independent sample t-test and paired sample t-test, at a probability level of .05 to indicate statistical significance. The finding revealed that concept mapping strategy was more effective in enhancing achievement score of pupils as compared to the lecture method. Pupils taught using concept mapping recorded a mean achievement score of 63.0 %, as compared to those taught using the lecture method strategy with a mean achievement score of 49.9 %. Though, the mean achievement scores of pupils taught using the two different teaching techniques showed significant difference, however, the mean retention score of pupils was not significantly (P<0.05) affected, hence hypothesis was upheld. The implication of study showed that social studies teachers should adopt concept mapping strategy as an effective teaching-learning technique in improving pupils academic performance in school.