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OKEKE OGBONNAYA JAMES

PG/Ph.D/06/40694

EFFECT OF MINDMAPPING TEACHING STRATEGY ON


STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION
IN SENIOR SECONDARY SCHOOL CHEMISTRY

A THESIS SUBMITTED TO THE DEPARTMENT OF SCIENCE EDUCATION


EDUCATION,
FACULTY OF EDUCATION, UNIVERSITY OF NIGERIANSUKKA

SCIENCE EDUCATION
TITLE PAGE

EFFECT OF MINDMAPPING TEACHING STRATEGY ON


STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION
IN SENIOR SECONDARY SCHOOL CHEMISTRY

BY

OKEKE OGBONNAYA JAMES


PG/Ph.D/06/40694

A DOCTORAL DISSERTATION PRESENTED TO THE


DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA,
NSUKKA

IN FULFILMENT OF REQUIREMENT FOR THE AWARD OF


DEGREE OF DOCTOR OF PHILOSOPHY OF SCIENCE
EDUCATION.

MARCH, 2011.
APPROVAL PAGE

This dissertation has been approved for the department of science


Education, faculty of Education, University of Nigeria Nsukka.

By

…………………………….. ………………………
Supervisor Date

…………………………….. ………………………
Head of Department Date

…………………………….. ………………………
External Examiner Date

…………………………….. ………………………
Internal Date

…………………………….. ………………………
Dean of faculty Date
CERTIFICATION

Okeke Ogbonnaya James, a post graduate student of the department

of Science Education, faculty of Education, University of Nigeria,

Nsukka, with registration number PG/Ph.D/06/40694, here by certify

that the research reported here for award of Doctoral Degree in science

Education is original. The work embodied in this dissertation has not

been submitted in part or full for any other diploma or degree of

University of Nigeria, Nsukka or any University.

………………………………… ………………………………

Okeke Ogbonnaya James Professor D.N. Ezeh

Researcher Supervisor
DEDICATION

This work is dedicated to my wife Okeke, Anthonia Nwalorundu.


ACKNOWLEDGEMENTS

To God is the glory. My unquantifiable gratitude goes to my mentor


and able supervisor Prof D.N Ezeh for his continuous and
consistent corrections in this work. I have sincere appreciation for
Prof. U.M. Nzewi, Prof. J. U. Ibiam, Prof. (Mrs.) U.N.V. Agwagah,
Prof. Z.C.Njoku, Dr. (Mrs.) E. C Umeano Dr A. O. Ovute, Dr (Mrs.)
F. O. Ezeudu and Dr. B. C. Madu for their individual corrections
and some pieces of advice given to me on this project.
My gratitude also goes again to Prof. U.M. Nzewi, Prof. F.A.
Okwo, Dr D.U. Ngwoke and Prof. Z.C Njoku who helped and
validated the instruments of this project. Equally wonderful are Dr
(Mrs) C R Nwagbo the Head, Department of Sciece Education and
Dr.K.O Usman the Science Education Departmental PG
representative then who invited me for proposal presentation at the
appropriate time and date. Finally, my thanks go to Miss Okeke
Chioma Brownie for typesetting this project.
TABLE OF CONTENTS

Contents page

Title page …………………………………………………………… (i)

Approval page……………………………………………………... (ii)

Certification……………………………………………………….... (iii)

Dedication………………………………………………………….. (iv)

Acknowledgement…………………………………………………. (vi)

Table of content……………………………………………………. (vii)

List of Tables………………………………………………………. (viii)

List of Figures………………………………………………………. (ix)

Abstract…………………………………………………………….. (x)

Chapter one: Introduction

Background of the study ………………………………….……………1

Statement of the Problem ………………………………….………….12

Purpose of the Study………………………………………….………..13

Significance of study ……………………………………….………….14

Scope of the study ………………………………...............................17

Research Questions …………………………………………………..18

Research Hypotheses ……………………………………………......19

Chapter Two: Review of Related Literature

Conceptual Framework……………………………………………21
Similarity of human information process and mind mapping

process…………………………………………...............................21

Constructivism …………………………………………………….....28

Constructive teaching and mind mapping process…………….....36

Mind mapping definition, origin and laws…………………………..39

Ausubel’s learning theory and mind mapping process……………47

Empirical studies …………………………………………………...50

Strategies of teaching chemistry …………………………………...50

Students’ gender and achievement in chemistry …………….......54

Students’ gender and interest in chemistry ……………………….56

Status achievement and retention in chemistry …………………..59

Students’ disposition to chemistry ………………………………….61

Summary of literature review ……………………………………….66

Chapter Three: Research Method

Research design …………………………………………………….69

Area of study …………………………………………………………70

Population of study ………………………………………………….70

Sample and sampling technique …………………………………..70

Instrument for data collection ………………………………………71

Development of instruments………………………………………72

Face Validation of instruments …………………………………..74

Content validation of instruments…………………………………75


Trial testing of instruments ……………………………………….76

Reliability of instrument …………………………………………..76

Validation of the lesson plans ……………………………………77

Experimental procedure and administration of instruments …..77

Control of extraneous variables…………………………………..79

Initial group differences …………………………………………..79

Teacher variable …………………………………………………..79

Instructional situation variable …………………………………...80

Effect of pre-test on post-test……………………………………..80

Subject interaction ………………………………………………...80

Training of teachers ……………………………………………….81

Hawthome Effect ………………………………………………….82

Novelty effect ……………………………………………………...82

Method of data collection …………………………………………83

Method of data analysis …………………………………………..83

Decision rule ………………………………………………………83

Chapter Four: Results

Research question answers and hypotheses testing …………84

Summary of the results ………………………………………….99

Chapter Five:Discussion of Results, conclusions, implications

and recommendations.

Discussion of results ……………………………………………99


Conclusions ……………………………………………………..107

Implications of the study ……………………………................107

Limitations of the study ………………………………………...108

Recommendations ……………………………………………...109

Suggestions for further studies…………………………………109

Summary of the Study…………………………………………..110

References ………………………………………………………115

Appendix A ………………………………………………………130

Appendix B……………………………………………………….131

Appendix C ………………………………………………………132

Appendix D ……………………………………………………….139

Appendix E ……………………………………………………….140

Appendix F ……………………………………………………….142

Appendix G ………………………………………………………143

Appendix H ………………………………………………………144

Appendix I ………………………………………………………..145

Appendix J ………………………………………………………147

Appendix K ………………………………………………………155

Appendix L ………………………………………………………166

Appendix M ………………………………………………….......174

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H08: The interaction effect of gender and treatment on mean interest score of

students taught using MMTS and those taught without it is not

significant.

H09: The interaction effect of gender and treatment on mean retention score of

students taught using MMTS and those taught without it is not

significant.

CHAPTER TWO

REVIEW OF RELATED LITERATURE


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1. Remove Thermo from THERMOCART and THERMOCII because there are no


such concepts in senior secondary chemistry concepts.
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2. Delete the column of undecided in the chemistry interest inventory (CII).


3. Recast items 3, 5, 6, 7, 8, & 9 in chemistry interest inventory (CII) because they
were ambiguous.

4. Recast items 1, 42, 45, & 47 in chemistry achievement and retention test
(CART) because the items were ambiguous.
5. Include experienced secondary school chemistry teachers as your validators.
6. Items 3, 11, 13, 17, 19, 23, 27, 32, 39 & 50 in THERMOCART were invalid.
Delete them.

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7 GFE
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Abstract
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Poor trends of academic achievements in secondary school chemistry have been


reported consistently by researchers for over 20years now. The reports were
obtained through the West African Examination Council (WAEC) in Nigeria. The
poor achievements have largely been blamed on teaching methods. This is an
indication that the conventional teaching method has not delivered effectively. In
view of the noted inconsistency in performance of students in chemistry, there was
need to reform teaching using mind mapping teaching strategy (MMTS).
Academic performance of students depends mostly on their interest and how much
they retained during teaching. Hence, there was need to teach students using
MMTS with the dependent variables. MMTS is a constructive graphic organizer that uses
the right and the left hemispheres of the brain to generate ideas. The ideas generated are
classified by the associations of the cortical skills of the right and the left hemispheres of
the brain. Therefore, this study determined the effect of MMTS on students’ interest,
retention and achievement in senior secondary school chemistry. The performance of
students taught using MMTS (experimental) was compared with students taught without it
as control. In order to give the study a sense of direction and carried it out effectively, six
research questions were raised and answered while nine null hypotheses were formulated
and tested. A quasi experimental, non equivalent, non randomized pre-test post test research
design was adopted. The population of the study was 4,698 SS2 chemistry students in
Enugu education zone in 2008/2009 academic session. The sample was 194 SS2 chemistry
students drawn through multistage sampling technique. Two instruments Chemistry
Achievement Test (CAT) and Chemistry Interest Inventory (CII) were developed by the
researcher and validated by two university experts in measurement and evaluation and two
university experts in chemistry education. The instruments were trial tested at two
secondary schools in Enugu urban while the study proper was conducted in four secondary
schools in Enugu Education zone in Enugu State. The internal consistency of the CAT and
the CII were obtained using Kuder Richardson formula 20(KR-20) and Chronbach alpha
procedure. Reliability coefficients of 0.8359 and 0.7214 were obtained for the CAT and the
CII respectively. Mean and standard deviation scores were used to answer the six research
questions while the nine null hypotheses were tested at 0.05 level of significance using
analysis of covariance (ANCOVA). Results showed that MMTS was more effective in
facilitating students’ interest, retention and achievement in chemistry than the control
group. Gender was a significant factor on students’ academic achievement and retention but
was not on interest in chemistry when taught using MMTS. Furthermore, the results
revealed a significant interaction effect of gender and treatment on achievement and interest
but not on retention. Based on the findings, some conclusions were drawn and
recommendations made. It was effective teaching and learning using MMTS. The strategy
promoted the acquisition of scientific skills, technological skills and even entrepreneurial
skills. The study recommended adequate training of teachers on the use of MMTS
instructional model for Nigerian secondary schools.

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