Enhancing students’ achievement in challenging biology topics through concept mapping: A case study in Nsukka Local Government Area.

The study investigated the effects of concept map on students’ achievement in difficult biology concepts in Nsukka Local Government Area. Influence of gender and location was also investigated in the study. Four research questions were posed and four null hypotheses were formulated to guide the study and were tested at 0.05 level of significance. The study employed pretest-posttest non-equivalent quasi-experimental research design. The population of the study consisted of 2,444 SS 2 students in Nsukka Local Government Enugu State. The population is made up of 1070 males and 1374 female students. The sample was obtained using multistage sampling procedure involving purposive and simple random sampling technique. Biology Achievement Test (BAT) was the instrument used to collect data for the study. The data collected from the study were analyzed using mean and standard deviation and analysis of covariance (ANCOVA). The findings of the study are revealed that concept maps teaching strategy was effective in increasing the mean achievement score of senior secondary students taught Biology than those taught with the conventional teaching method. Also, gender has no significant influence on students’ achievement in Biology. There was also no significant influence of school location on students’ achievement in Biology. Finally, there was no significant interaction effect on teaching strategy and gender on students’ achievement in Biology. Based on the results and discussion, conclusion was drawn. Educational implications were highlighted. The study recommends amongst others that concept maps teaching strategy should be taken seriously, and use during teaching episodes as improving achievement of students in Biology.