CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Science and technology have proven to be an indispensable factor for the economic

progress and development of nations. Science and technology for sustainable development are

most needed in this modern era because they are parameters for classifying nations as developed

and developing. This is achieved as a result of advancement in scientific knowledge globally

hence, the need for continuous improvement of scientific understanding by nations. Bajon (2015)

refers to science as a special type of discipline with peculiar characteristics, prominent among

which include continuous knowledge seeking. Chinwe and Ewendu (2016) opined that science is

both a process and a product, which are both acquired through effective planned subjects such as

biology, physics and chemistry.

Chemistry being a major science subject that deals with the scientific study of the

composition, structure, properties, and reactions of matter in different forms. According to Ilya,

Babayo, Hassan and Agbonika (2016) chemistry is a science of nature that deals with the

properties of non-living substance, whose properties ranges from the preparation and changes

they undergo when such substance are subjected to adverse condition of high temperature and

pressure. In Nigeria, chemistry is a compulsory subject for all senior secondary school science

classes as spelt by National Policy on Education,(NPE 2014). Chemistry is not just a subject

confined to laboratories and textbooks but has a profound impact on various aspects of society as

it is a study that involves exploration of relationship between theory and experiment. Within the

chemistry curriculum, electrovalent bonding holds a central place, as it forms basis for

understanding a wide range of chemical reactions and processes (Abdulmumin & Jamilu, 2020).
The senior secondary school chemistry curriculum according to National Educational Research

and Development Council, the subject is expected to enable students; develop interest in the

subject of chemistry, acquire basic theoretical, practical knowledge and skills. Chemistry

education plays a pivotal role in the overall development of a nation and it equips students with

the fundamental knowledge and skills required for scientific and technological advancement. To

achieve effective understanding of chemistry lessons must be delivered with appropriate teaching

strategies that would improve learners’ academic retention and overall achievement in the

subject.

In the light of this, science educators are steadily in search for more appropriate

alternative teaching strategies to teach chemistry concepts in order to bring about the expected

change and objective of science education. Aluko (2014) condemned the use of teacher-centered

strategy in science teaching. He opined that scientists are recognized by the amount of scientific

rigors they undergo rather than the amount of information gathered into their brain. Teacher-

centered strategy which is considered to be a traditional instructional method. According to Ibe,

Maxwell and Chikendu (2021) while textbook and teacher-centered lectures are essential

components of educational process, they may not always provide the interactive and hands on

learning experience necessary to foster a deep understanding of complex chemical concepts such

as electrovalent bonding. A number of techniques methods and diverse situations in the

classroom has been suggested. The need to inculcate in the learner creative abilities and improve

their self-esteem, eliminate difficulties while learning and making active participants in the

classroom has given rise to tremendous interest by researchers towards developing teaching

method that can capture the stated qualities above. Some innovative teaching methods that are

better than the conventional traditional lecture method in acquisition of scientific knowledge
include; guided inquiry, constructivist based learning (Ibe 2013), problem solving,

demonstration, cooperative learning and concept mapping. All these methods rely on the various

form of teacher-student activities The rationale for this study lies in the belief that integrating

effective teaching strategy such as concept mapping strategy to chemical concepts like

Electrovalent bonding may address some of the existing limitations in chemistry education

within Jos North LGA. Concept mapping facilitates more interactive and experimental learning,

making complex concepts such as electrovalent bonding more accessible and promoting a deeper

understanding such concepts. Hence, the investigation into concept mapping strategies in

chemistry classes is very necessary because learning pattern describe what goes on in the

learners and the learning material.

While there have been studies on the use of concept mapping teaching strategy in various

educational contexts, the specific focus on senior secondary school two (SS2) students in Jos

North LGA regarding electrovalent bonding is relatively unexplored. Therefore, this

investigation seeks to fill this gap by assessing the impact of concept mapping teaching strategy

on students' achievement and retention in electrovalent bonding, taking into account the unique

challenges and opportunities within the local educational context. Research report reveals that

students’ low retention in chemistry is a function of several factors among which instructional

strategy employed by the teacher is paramount. These methods help learners to construct

definitions of concepts, formulate relevant questions and theories relating to any assumptions

and arguments used in the experimental process. Furthermore, concept mapping in chemistry

provide opportunities for students to actually do chemistry as opposed to learning about

chemistry (Babafemi, 2016).

 The relevance of concept mapping strategy in electrovalent bonding lies in their ability to

enhance the teaching and learning process, making complex chemical concepts more accessible,

engaging, and applicable to students. By creatively crafting and utilizing materials, educators can

address specific challenges associated with complex chemical concepts like electrovalent

bonding, contributing to a more effective and comprehensive educational experience. Concept

mapping teaching strategy provide tangible and visual representations of abstract concepts

related to electrovalent bonding, helping students grasp theoretical ideas more concretely. The

use of creative and hands-on materials captures students' attention and interest, fostering a

positive learning environment and encouraging active participation in the exploration of

electrovalent bonding. Concept mapping strategy allows students to apply theoretical knowledge

to practical situations, facilitating a deeper understanding of how electrovalent bonding occur in

real-world scenarios. Not all students learn in the same way, and concept mapping strategy offer

a variety of approaches to accommodate diverse learning styles.

Researchers have made several efforts towards designing methods for more effective

teaching of science subjects. Eze and Bot (2014) observed that learning outcome is influenced by

instructional strategy employed by the teacher; it is the only factor that can easily be maneuvered

by the teacher to achieve learning objectives. Therefore, the chemistry teacher should adopt

strategies that would enable the students to understand and apply whatever concept that are being

taught to their ever changing environment. A number of techniques methods and diverse

situations in the classroom has been suggested. The need to inculcate in the learner creative

abilities and improve their self-esteem, eliminate difficulties while learning and making active

participants in the classroom has given rise to tremendous interest by researchers towards

developing teaching method that can capture the stated qualities above. Some innovative
teaching methods that are better than the conventional lecture method in acquisition of scientific

knowledge include; guided inquiry, constructivist based learning (Ibe 2013), problem solving,

demonstration, cooperative learning and concept mapping. All these methods rely on the various

form of teacher-student activities. However, some are more activity oriented than others. These

activities in science as contained in the Federal Republic of Nigeria (FRN 2004) which states

that one of the goals of science education is to give the child opportunities for developing

manipulative skills that will enable the child to function effectively in the society within the

limits of the child’s ability. Therefore, effective teaching must involve hands-on activities during

instruction. It is necessary to apply strategy that will employ strategies capable of enhancing

retention in students in the science subject, strategy such as concept mapping in which students

actively control their learning process.

Olayode and Adeoye (2009) defined a concept as a graphical pattern from a particular

relevant experience. The word concept is central, to Ausubel (1968) assimilation theory for

meaningful learning. In concept mapping, one concept and another are represented through

structurally organized words and ideas that are represented graphically in hierarchical order.

Concept mapping tools intended for engaging learners in relating new ideas to what has already

been known. Concept mapping teaching strategy involves class discussion, practical

demonstration and concept mapping activities which are placed in hierarchical order. During

such lessons, the relationships between concepts are concretely established as such, lesson

proceed either from general to specific ideas or specific to general ideas. Concept mapping

provides a framework for designing and sequencing concepts in graphs and helps both teachers

and students to generate, connect and relate ideas usually which allows one to gain an overview

of a domain of knowledge.it provides a suitable environment, where students learn individually

and in groups to collaborate and support each other.Learning through concept mapping improves

students’ meta-knowledge and meta-learning. In other words, concept mapping is known to

augment assimilation, retention and retrieval of learned knowledge as the learning situations

demands. This is because knowledge acquired through meaningful learning is integrated into the

existing cognitive structure and is retained longer (Novak 2010).

Gender difference has also been identified as being responsible for the differential

achievement and retention of student in chemistry, Su and Rounds (2016. Gender disparity in the

use of concept mapping strategy in chemistry refers to the unequal access, participation, and

engagement of male and female students in hands-on, practical learning experiences within the

chemistry classroom. This disparity can manifest in various ways and has implications for

students' overall academic performance, interest in science, and future career choices.

Traditional gender stereotypes and societal expectations may influence perceptions of certain

subjects, including chemistry. There might be a prevailing notion that hands-on activities and

improvisation are more suitable for male students, perpetuating the idea that science and

experimental work are primarily male domains. The classroom environment and teaching

practices can inadvertently contribute to gender disparities. If teachers unconsciously or

consciously assign specific roles based on gender, it can impact how students interact with and

benefit from improvised instructional materials.

Teacher bias, whether implicit or explicit, can affect the distribution of resources and

opportunities within the classroom. If teachers unknowingly favor one gender over another in

terms of providing access to improvised materials, it can contribute to disparities in engagement

and learning outcomes (Abdu-Raheem et al., 2016). Peer interactions and gender norms within

the classroom can influence students' comfort levels with certain activities.The
underrepresentation of female role models in science, technology, engineering, and mathematics

(STEM) fields can influence students' perceptions of their own capabilities and interests. A lack

of visible female scientists may contribute to girls feeling less encouraged to engage with

improvised materials in chemistry.

Addressing gender disparities in the use of concept mapping strategy in chemistry

requires a concerted effort from educators, administrators, policymakers, and society as a whole.

Strategies should include promoting inclusivity, challenging gender stereotypes, providing equal

access to resources, and fostering a classroom culture that encourages all students, regardless of

gender, to actively participate in practical and hands-on learning experiences. By shedding light

on the potential benefits of such materials, this study aims to provide valuable insights for

educators, curriculum developers, and policymakers, ultimately contributing to the enhancement

of chemistry education and students' academic achievement and retention in Jos North LGA

and, potentially, beyond.It is against this background that the researcher intends to carry out a

study on the effect of concept mapping strategy on senior secondary two student’s retention in

ionic bonding in Jos North LGA, Plateau state.

1.2 STATEMENT OF PROBLEM

In any teaching and learning process, the cardinal objective is to see that the learner should

be able to perform tasks, perform excellently in a given assessment, and if possible transfer the

experience in solving problems in a new situation. This cardinal objective is hardly being

achieved over the years in science subjects such as Chemistry in senior secondary schools. The

rate of failure in local and external examination in chemistry in recent times is a matter of

concern; many suggested that this ugly trend might have been the poor foundation of students in

Chemistry or may be connected to the method of teaching used by the science teachers, because
a good learning is a product of a good method of teaching. For instance, literature shows that the

use of teaching method like lecture method does not really give students the opportunity to

participate actively during teaching and learning hence making them passive listeners during

lessons which at the end makes the students see chemistry as an abstract and uninteresting

subject hence making them to resort to learning by memorization, resulting in consistent mass

failure. On the contrary, the use of concept mapping strategy tools engages students in relating

new ideas to what has been known, thus makes students more active in learning, more scientific

conscious, promotes their achievement, and instils the idea of human and material development

in them (Toplis (2012); Igwe 2017). It is against this backdrop that this study is necessitated to

investigate the effect of concept mapping strategy on secondary school II Chemistry students’

achievement and retention in Jos North LGA, Plateau State.

1.3 AIMS AND OBJECTIVES

This research is aimed at investigating the effect of concept mapping teaching strategy on

Senior Secondary School two students’ achievement and retention in electrovalent bonding in

Jos North LGA of Plateau State. The following specific objectives where considered for the

study.

1. To identify the difference between the control group's pre-test and post-test mean scores.

2. To identify the difference between the experimental group's pre-test and post-test mean

scores.

3. To determine the difference in the experimental and control group's pre-test and post-test

mean scores.

4. The difference in the mean achievement scores between male and female students in

electrovalent bonding using concept mapping teaching strategy.

 1.4 RESEARCH QUESTIONS

The following research questions were raised to guide the study:

1. What is the difference between the pre-test and post-test mean scores of the control group?

2. What is the difference between the experimental group's pre-test and post-test mean

scores?

3. What is the difference between the pre-test and post-test mean scores of students taught

electrovalent bonding using concept mapping teaching strategy and those taught without?

4. What is the difference in the mean achievement scores between male and female SS2

students taught electrovalent bonding using concept mapping teaching strategy?

1.5 RESEARCH HYPOTHESES

The following hypotheses were formulated to guide the study and will be tested at a

significance level of 0.05.

1. There is no significant difference exists between the control group's pre-test and post-test

mean achievement scores.

2. There is no significant difference exists between the experimental group's pre-test and

post-test mean achievement scores.

3. There is no significant difference in the mean achievement score of students taught

electrovalent bonding using concept mapping teaching strategy and those taught without.

4. There is no significant difference in the mean achievement scores between male and

female students taught electrovalent bonding using concept mapping teaching strategy .

1.6 SIGNIFICANCE OF STUDY

 A study on an investigation into concept mapping teaching strategy on Senior Secondary

School two students' achievement and retention in electrovalent bonding in Jos North Local

Government Area (LGA) of Plateau State would be beneficial to various stakeholders within the

education system, such as chemistry students, chemistry teachers, policymakers, government

agencies, curriculum planners and developer and makers of instructional materials as well.

Students stand to benefit directly from improved learning outcomes resulting from the use of

concept mapping strategy teaching method. This method can enhance understanding,

engagement, and retention of electrovalent bonding concepts, leading to improved academic

performance.

Educators can gain insights into the effectiveness of using concept mapping strategy in

teaching electrovalent bonding. The study can provide evidence-based strategies for creating a

more interactive and engaging learning environment. Teachers can create concept maps as

assessment tools to evaluate students’ understanding of a topic, in so doing gives insight into

individual and collective comprehension levels. By understanding how students perceive the

relationship between concepts, teachers can tailor their teaching method to better align with

students’ cognitive structure, making learning more effective. Teachers can use the findings to

enhance their teaching methods, incorporating innovative approaches to improve students'

understanding of challenging topics like ionic bonding.

The study's results can inform decisions related to curriculum design and resource allocation,

enabling administrators to tailor educational materials to better suit the needs of students in acid-

base reactions and other science subjects. School administrators may use the findings to identify

areas where teacher training and professional development programs can be strengthened to

enhance the quality of science education.

 The study could contribute valuable insights to those involved in curriculum planning and

development, helping them understand how to integrate improvised instructional materials

effectively into the curriculum..Policymakers can use the study's findings to inform decisions

regarding educational policies, resource allocation, and strategies for improving science

education outcomes at the regional or national level.

The study could contribute to the body of knowledge in the field of science education,

specifically in the context of improvised instructional materials. Other researchers can build

upon these findings for further investigations. Research outcomes can be disseminated through

academic journals and conferences, providing a platform for scholarly discussion and potential

replication studies in different contexts.

Parents and guardians can benefit by being informed about the impact of improvised

instructional materials on their children's academic performance. This knowledge can encourage

them to engage with their children's education and support learning at home.Non-governmental

organizations (NGOs) and advocacy groups can use the study's findings to develop programs and

initiatives aimed at improving science education in secondary schools.

A study on concept mapping teaching strategy in electrovalent bonding for senior secondary

school students in Jos North LGA of Plateau State would have a broad impact, influencing

various stakeholders involved in the education system and contributing to the overall

improvement of science education in the region.

1.7 THEORETICAL/CONCEPTUAL FRAMEWORK

 The choice of an educational theory for a study investigating concept mapping teaching

strategy on Senior Secondary School Two students' achievement and retention in electrovalent

bonding in Jos North LGA of Plateau State depends on the specific goals and focus of the

research. For this study, the researcher anchored on Constructivist Learning Theory. Jean Piaget

is a key figure associated with the Constructivist Learning Theory, but the theory has been

further developed and expanded upon by various scholars and educators over the years. Jean

Piaget's work on the Constructivist Learning Theory spans several decades, with his most

influential contributions occurring in the early to mid-20th century. Piaget was active in the field

of developmental psychology and education from the 1920s until he died in 1980.

Constructivism emphasizes active engagement in the learning process. Investigating concept

mapping strategy aligns with this theory as this strategy often involve hands-on activities,

experiments, and collaborative learning experiences, allowing students to actively construct their

understanding of electrovalent bonding. Constructivism emphasizes the importance of

meaningful learning, where students connect new information to their existing knowledge and

experiences. Improvised instructional materials can facilitate this process by providing real-

world, practical applications of acid-base reactions, making the learning experience more

relevant and meaningful for students. Constructivism is a student-centered approach that

recognizes the importance of tailoring education to individual students' needs and backgrounds.

Investigating the use of concept mapping strategy allows for a focus on diverse learning styles,

promoting inclusivity and addressing individual differences among Senior Secondary School

Two students in Jos North LGA.

Constructivist learning encourages problem-solving and critical thinking skills. The use of

concept mapping strategy often involves experimentation, analysis, and interpretation, fostering
the development of these essential cognitive skills among students studying electrovalent

bonding. Constructivism highlights the social aspect of learning. Investigating the impact

concept mapping strategy provides an opportunity to explore how collaborative activities and

discussions around electrovalent bonding can enhance understanding through social interaction

among students. Constructivism emphasizes authentic assessment methods that reflect the real-

world application of knowledge. Investigating improvised instructional materials can involve

assessing students' achievement through practical demonstrations, projects, and problem-solving

scenarios that align with this authentic assessment approach.

Constructivism supports the concept of scaffolding, where educators provide support and

guidance to help students build their understanding gradually. The study can explore how

teachers scaffold the use of concept mapping strategy to assist students in comprehending

electrovalent bonding. Constructivist learning encourages reflection and metacognition.

Investigating the impact of concept mapping strategy provides an opportunity to explore how

students reflect on their learning experiences and develop metacognitive skills related to

electrovalent bonding. By adopting a Constructivist Learning Theory framework, the study can

delve into the effectiveness of improvised instructional materials in promoting active,

meaningful, and student-centered learning experiences. It aligns to understand how this strategy

impact students' achievement and retention in the context of electrovalent bonding in Senior

Secondary School Two in Jos North LGA of Plateau State.

1.8 SCOPE OF THE STUDY

This study investigates the effect of concept mapping strategy on senior secondary two

students’ retention in ionic bonding in Jos North, Plateau state. The selection of these concept is

due to the fact the students are likely to have reached the formal operational level of reasoning to
understand the concept ionic bonding. The study was focused specifically on Senior Secondary

School Two (SS2) students, limiting the scope to this particular grade level. This delimitation

helps ensure that the research is relevant to a specific group of students. e within a given

timeframe. The population of this study was delimited to Jos North Local Government Area

(LGA) of Plateau State, narrowing the focus to a specific geographic region. This allows for a

more concentrated investigation and a better understanding of the local context.

These delimitations are crucial for maintaining the feasibility and relevance of the study.

They help researchers manage resources, focus on specific variables of interest, and draw

meaningful conclusions within the defined boundaries. However, it's essential for researchers to

be transparent about these delimitations in the study's methodology, acknowledging the

limitations and potential implications for generalizability.

1.9 OPERATIONAL DEFINITION OF TERMS

The following terms are defined as they will be used in the study.

Effect: outcome for using specific teaching methods.

Concept mapping strategy: This is a diagram or graphical tool that visually represent

relationships between concepts and ideas.

Senior Secondary School Two: refers to the second year of the senior secondary school level,

typically comprising students around the age of 16-17, and is part of the secondary education

system in Nigeria.

Students’ Achievement: refers to the measurable and demonstrated outcomes, including

academic performance, skills acquisition, and overall learning success, attained by students in

various subjects or areas of study

Retention: It is the continues use, existence, or possession of something or idea.

Ionic bonding: This are bond formed between two or more atoms by transfer of one or more

electrons between atoms.

 CHAPTER TWO

LITERATURE REVIEW

This chapter review literature as established by researchers and scholars related to the

aim of the study. The review are carried out under the following sub headings: secondary

school chemistry curriculum, teaching method in chemistry, concept mapping, concept

mapping and learning, concept mapping and evaluation, advantages of concept mapping,

characteristics of concept mapping, concept mapping on student achievement in

chemistry, gender and teaching strategies on students achievement in science, teaching

strategies on students achievement in chemistry, principle of concept mapping, empirical

studies and summary of literature review.

2.1.1 SECONDARY SCHOOL CHEMISTRY CURRICULUM

The term curriculum refers to the lessons and academic content taught in a school or

in a specific course or program. However, educators refer to the term curriculum as

knowledge and skills students are expected to learn, which includes the learning

objectives they are expected to meet; the units and lessons that teachers teach; the

assignments and projects given to students; the books, materials, videos, presentations

and reading used in a course; and the tests, assessments, and other methods used to

evaluate student learning.

Chemistry as a subject is introduced to the leaners for the first time at secondary

school level. There is general consensus that chemistry is in essence the study of the

nature structure, and transformation of matter. The knowledge of chemistry is necessary

in the understanding of the composition, properties and behavioral change of matter that

form the environment around us. This curriculum presents chemistry as a practical

subject where scientific concepts, principle and skills are developed through experimental

investigation. The topic and content have been carefully selected and logically organized

to facilitate step by step realization of the expected behavioral changes. With regards to

content, chemistry curricula have been characterized as fragmented, topic-centered lists

of concepts, Cooper et al (2017). The specific objectives in every topic will guide the

teacher and the learner on the depth of treatment of content The learning/teaching

experience have been appropriately chosen to ensure proper development of the

cognitive, psychomotor and affective skills. The syllabus emphasizes to the use of

international units for physical and applied chemistry (IUPAC) system of nomenclature,

correct use of chemical terminologies and equations. There are applications and projects

at the end of the topics to enable the learner link subject with the physical and chemical

processes, which takes place within the local environment. The projects are meant to

enhance creativity, critical thinking and ability to make logical decisions. The organizers

of chemistry curriculum put into consideration the major issues that shaped the

development of nations globally, which as well influence world of knowledge, as such

the selection of contents of chemistry curriculum is centered also around four themes

such as:

The chemical world

Chemistry and environment

Chemistry and industry, and

 Chemistry and life

These themes are also spirally arranged through the three years of senior secondary

school chemistry learning and contains topics that reveal the level of coverage of the

content.

2.1.2 TEACHING METHOD IN CHEMISTRY

The term teaching has been defined by numerous researchers. Abdulhamid (2016) stated that

teaching consists of many activities designed to facilitate learning, therefore, teaching is the act,

practice, occupation or profession in which the students are motivated to learn in ways that

makes a sustained and positive influence. Teaching is the process through which knowledge is

imparted in the learner by teacher in an interactive manner, resulting in the learner’s change in

behavior, Free online dictionary (2011). Teaching is the job of a teacher which obligates him/her

to select relevant objectives, determine and organize content and learning experiences, as well as

determine ways and means of ascertaining the attainment of those objectives. All these are

course geared towards improving upon learning, thus Edonmonwi-Out and Abrahim (2011) and

Babafemi (2016) regard these actions as the true meaning of teaching. Therefore, that process,

techniques and approaches which the teacher applies in other to achieve the objectives of the

lesson is what is referred to as teaching methods. Teaching methods therefore includes the

various strategies, techniques or means which the teacher adopts to enhance learning.

Teaching method according to Adzape (2015) is a procedure and means of communicating,

conveying and inculcating ideas, skills and values implied in the aims and objectives of teaching

and learning. Teaching methods therefore comprises the principle and method used for

instruction. The choice of teaching method or method to be used depends largely on the
information skills that are being taught, and it may also be influenced by the aptitudes or

enthusiasm of the student, there is no single method for teaching chemistry. The method adopted

at any time should be well mastered by the teacher also; the nature of the topic, the age of the

learner, availability of instructional materials and the learning environment among other factors

should be taken into account. Teaching method are of various ways or forms presented to the

student, specifying the nature of the activities in which the teacher and the learner will be

involved during the teaching and learning process.

There are different teaching strategies in chemistry education, For effective teaching to occur

the use of appropriate methods considering suitable for given instruction. Hence, the different

types of teaching method are; lecture methods, problem solving, role play, scaffolding, inquiry,

cooperation, learning among others. Okwilagwe (2011) stated out that methods among others for

teaching chemistry are; demonstration method, problem-solving method, simulation method,

guided discovery method, concept mapping, and programmed instruction.

2.1.3 Concept mapping

Concept is defined as an abstract through which is made meaningful by expressing it scope

and content with a unit or thought. Concept maps were introduced within the scope of a research

project conducted by Novak and his students aiming to teach concept more easily in area of

science education. Concept map is a method of establishing meaningful interconceptual

relationships and propositions. The desire to improve science achievement through more

effective instructional strategies and the increasing awareness in recent years of the teaching-

learning situation has directed a lot of attention to understanding how learners learn and how to

help learn difficult concepts. According to Novak (2013) research has shown that few students at
secondary school or college level have had any formal instruction in learning. The effort in

assisting the learner to learn have led to the development of meta cognitive strategies to enhance

meaningful learning. Meta cognitive strategies, as explained by Novak, are strategies that

empower the learner to take charge of his/her own learning in highly meaningful fashion.

Concept mapping as a meta cognitive instructional strategy is based on Ausubel-Novak-Gowin

theory of meaningful learning. It relates directly to such theoretical principles as prior

knowledge, sub assumption progressive differentiation, cognitive bridging and integrative

reconciliation. Making a concept map for a piece of scientific knowledge is the ability of the

mapper to identify and relate its salient concepts to a general, super ordinate concept. Concepts

may be defined as regularities in objects or events designated by some label usually a term,

Wandersee (2013). Concept are essential to the development of scientific knowledge, for

example it would be difficult to imagine chemistry without the concepts like chemical bond

(ionic bond), matter and elements and their symbols. Udo (2016) stated that effective and

meaningful teaching and learning of abstract scientific concepts require active student’s

involvement in the teaching-learning process through meaningful and relevant hands on

activities

Novak and Cana (2014) defined concept map as a graphical tool for organizing and

representing knowledge. Gaines and Shaw (2015) defined concept map as a form of diagram

specifically targeted to provide visual language similar in their characteristics to natural language

text that provides a visual representation of knowledge structure and means of communicating

knowledge. Therefore, concept map is a special form of a web diagram for exploring knowledge

and gathering and sharing information (Temi 2015). The technique for constructing concept

maps is called “concept mapping”. A concept map consists of nodes, arrows as linking lines, and
linking phrases that describe the relationship between nodes. Novak (2014) stated that concept

mapping embedded in a framework of propositions. Concept maps are two dimensional

hierarchical diagram which illustrate the connectedness between and among individual concepts.

It is based on the premise that concepts do not exist in isolation but mapping as elucidated by

Ault (2013). Concept maps are read progressively from top to bottom. It offers a method of

representing information visually, it harnesses the power of our vision to understand complex

information simply at a glance. Concept mapping serves as a tool to help learner’s organize their

cognitive frameworks into more powerful integrated patterns. In this way, it serves as meta

knowledge and a meta learning tool. The use of concept maps helps in planning and delivering of

information on a specific topic helps to make instruction conceptually transparent to students.

Boujaoude and Attiet (2015) agreed that if concept maps are used in planning instruction and

student are required to construct concept maps as they are learning, then previously unsuccessful

student can become successful in making sense out of science concepts and any other discipline

as they acquire a feeling of control over the matter. The task of science teachers is to structure

students learning, using concept mapping strategy, so as to ensure that specific aspects of

concepts and principles are meaningfully learnt and internalized.

2.1.4 CONCEPT MAPPING AND LEARNING

Learning is a term that describe the process of acquisition of knowledge, skills, habits, and

attitude. Learning is a relatively permanent and measurable change in behavior through

experience and instruction. Learning according to the cognitive learning theorist is a process of

constant organization, restructuring and reorganization of per1ception into a meaningful whole,

(Nnachi2007). Learning is both a process and the end product. As a process it refers to how

attitudes, skills, knowledge, understanding and capabilities are acquired and retained. In the
process of learning, behavior is initiated for the first time, modified or completely changed.

Learning occurs in the following ways; trial and error, imitation, modeling and insightful

learning. As a product, learning refers to the permanent change in behavior and experience,

hence referring to any relatively permanent change in behavior or knowledge resulting in

practices. The students change in behavior also known as learning, takes place as a result of

exposure to certain learning experience or instructional objectives. These instructional objectives

or learning experience are presented to the students through instructional methods known as

teaching methods.

Concept maps are useful in learning environments because they help people organize and

visualize information. They are great teaching tool for educators and a great study tool for

students. Concept mapping is an active instructional educational tool that involves representing

connections between different ideas in a pictorial or diagrammatic way. Multiple studies have

shown that concept mapping as a teaching and learning method for chemistry is a powerful

strategy to engage students with. The study compared the effectiveness of the concept mapping

method and traditional method of teaching and learning of some chemical concepts at senior

secondary school. The study focused on whether the concept mapping technique could positively

affect student’s performance in chemical concept; chemical bonding. The results of the study

rejected a null hypothesis and upheld the alternate hypothesis. The students exposed to the study

exposed to concept mapping performed better than their counterparts exposed to the normal

traditional method of teaching.

Both concept mapping and traditional approaches to teaching had significant effect on

students’ performance. The large difference in mean scores for the experimental group indicated

that when concept mapping is used as an instructional strategy in teaching, students easily grasp
the concepts. Students who attended tutorial using concept mapping as an instructional strategy

achieved significantly higher than those who attended a convectional traditional class. These

shows give clear evidence attesting to the ability of concept mapping in promoting students’

performance in chemistry. The link and interrelationship among concepts depicted in the concept

mapping might have made the students in the concept mapping group learn more meaningfully.

By mapping ideas into maps designed to model text structure patterns, teachers help students to

visualize relationships and learn structures.

2.1.5 CONCEPT MAPPING AND EVALUATION

Concept maps can be evaluated using quantitative or qualitative methods. concept maps

contain several elements that can be qualitatively evaluated: links, concepts, hierarchy levels and

propositions. The number of links and concepts can easily be counted but provides limited

insight into a student’s understanding. Propositions are the most promising elements of a concept

map to be evaluated in order track changes in students understanding. Proportion analysis can

include all links or only a selection, value all proportions equally or attributes different weight.

Mark (2015) research suggests that scoring only selected proportions can be more sensitive to

measuring conceptual change because it focuses only on key concepts of the concept map.

Concept map analysis often compares student generated maps to an expert-generated map. This

efficient analysis approach can provide instant feedback, but limits capturing the wide range of

alternative expressions of understanding. Qualitative analysis of concept maps can include

network analysis methods focusing on the connectedness of selected concepts or topographical

analysis methods to describe the overall geometric structure of the concept map.There different

types of concept maps these include; flowchart map, hierarchical map, spider maps, system map.
2.1.6 ADVANTAGES OF CONCEPT MAPPING

The advantages of using any type of concept maps and assessment with the organized

classroom tools. Concept mapping has been proven to be an important approach to organize

ideas and facilitate learning. A concept map has been utilized as a strategy to teach students in

chemistry (Edmund and Brown, 2012). Educators have used concept mapping to present new

ideas and students have utilized concept mapping to demonstrate new learning as well. In

comparison to multiple propositions and look for misunderstandings to correct it. It can also be

useful to students of any age and also speed up learning. The learners’ interaction with the map

becomes more interesting and amusing (Dixon2014).

Concept maps helps in testing learning and pinpoint fallacies. The usage of concept maps can

also be helpful for teachers in measuring the development of teaching. Concept mapping may be

used to enhance problem-resolving phased of making additional solutions and ranges in the

interaction growing possessions of concept mapping evaluation. Students’ achievement can be

checked or surveyed by the technique of concept mapping, as the concept maps can also be used

as assessment and evaluation tools in the classroom (Stoica, Morau and Miron, 2014). Concept

maps show how individuals remember, organize, interpret, and understand in a particular subject

area. Concept maps give a big picture on conceptual understanding rather than piecemeal

depiction of memorized facts. Concept maps emphasize quality of knowledge through

understanding of conceptual relationships rather than the map’s quantity. Finally, students

benefit from sharing and discussing ideas as they work in collaboration within groups to show

their knowledge can be organized in different ways (Martin,2019).

2.1.7 CHARACTERISTICS OF CONCEPT MAPS

 Concept maps have specific characteristics that distinguish them from other knowledge

representation tools. Each node in the map represents a concept described by a text label. A key

element of the concept map is its hierarchical structure. Concept maps express explicitly the

most relevant relationships between a set of concepts. when constructing a concept map, one has

to be careful that every two concepts together with their linking phrases form a unit of meaning,

a short sentence. Concept maps have specific characteristics that set them apart from other visual

tools:

Concepts: represented as shapes in the diagram as nodes, which can have various forms.

Before creating your diagram, it can be helpful to create a list that identifies key concepts to

include.

Linking words: phrases or linking words are placed on the lines connecting objects in a

concept map, describing the relationship between two concepts. these phrases are as concise as

possible and typically contain a verb, such as contains, causes or requires.

Cross-links: cross-links are connections between concepts that belong to different areas,

allowing you to visualize how ideas connect within these different areas. Both cross-links and

the hierarchical structure facilitate creative thinking, and these cross-links often indicate

moments of creativity.

Concept maps have two main characteristics:

Propositional structure: they are meaningful statements containing two or more concepts linked

by linking words. These statements are also known as “semantic units” or “unit of meaning”.
 Concepts and propositions form the basis for creating new knowledge in a domain. In essence, a

concept map visually expresses a set of propositions about a specific topic.

Hierarchical structure: a key element of a concept map is its hierarchical structure. More general

and inclusive concept are positioned at the top of the diagram, while more specific and exclusive

concepts are hierarchically arranged lower down. This way, concept maps are designed to be

read from top to bottom.

EXAMPLE OF CONCEPT MAP OF IONIC BONDING.

IONIC BONDS

hold together transfer

Form between

Positively charged Metals &non- Valence electrons

cations metals between atoms

And

Negatively charged
anions
2.2 CONCEPT MAPPING ON STUDENT ACHIEVEMENT IN CHEMISTRY

Okebukola (2012) in the test of the efficacy of the concept mapping found that students

taught chemistry in selected topics with concept mapping instructional strategy outscored the

students taught with conventional strategy in a pre-test, post-test, control group, quasi

experimental design using 250 students randomly selected from six secondary schools in Ibadan

north local government area of Oyo state. Okebukola also observed that when chemical concepts

are learnt meaningfully using concept maps, it consolidates a concrete and precise understanding

of the meanings and interrelationships among sub concepts. Danmole (2014) investigated the

effects of concept mapping strategy on senior secondary school student’s in pre-test, post-test,

control group, quasi-experimental research design and reported a significant difference in the

achievement of students exposed to concept mapping and they had the highest retention of ionic

concepts using 137 students in a pre-test, post-test, control group, quasi-experimental research

design and reported a significant difference in the achievement of students exposed to concept

mapping and they had the highest retention mean scores than those exposed to conventional

instruction. They explained that the advantage of concept mapping strategy was the clear

understanding of concepts as it aided the experimental group’s ability to observe the relationship

among concept they already know. The method also enabled the experimental group to

understand and retain learnt chemistry concept better than the control group.

Okafor and Okeke (2016) investigating the effect of concept mapping on achievement in a

particular concept and reported that the application of concept mapping significantly facilitates

better understanding of difficult concept for experimental group than for control group. The
report also mentioned that that students taught with concept mapping showed significantly higher

ability and interest than those taught without the strategy and attributed to higher knowledge

achievement ability and interest for experimental group to the use of concept mapping.

Ezekanagha (2012) reported that pupils taught using concept mapping instructional strategy

performed significantly higher and exhibited positive attitude than those taught with

convectional method, this due to concept mapping provides the benefit of reducing student’s

negative perception of some topics as difficult and subsequently their anxiety and aversion

towards science, hence concept transparent and learner-friendly.

2.2.1 GENDER AND TEACHING STRATEGIES ON STUDENT ACHIEVEMENT IN

CHEMISTRY

Okeke (2012) defined gender as a socially ascribed attributes which differentiate feminine

from masculine. Educational psychologists and science educators have some time focused on the

issues of gender disparity in science learning. The perception of an average Nigerian about

science especially physics and chemistry is that it is a male gender subject (Eze and Onuigbo,

2011). This perception has its origin in a culture which male dominated. As such, some socio-

cultural impediments present obstacles to female gender active participation and higher

achievement in the sciences. Sex role stereotyping and the created masculine image of science

appear to have seriously undermined female students’ interest, participation and achievement in

sciences. Njoku (2011) opined that female students performed poorly compared to male students.

The need for equality of access and equity as enshrined in the National policy of Education

(FGN,2014) demands that the issue of gender disparity in whatever form should be a subject of

focal attention.
 Okonkwo (2013) also showed that students in boy’s schools performed better on

mathematics than those in girl’s schools. Boujaoude and Attieh (2014) reported that research

relating to the use of concept maps in chemistry teaching and learning has been limited. They

reported no significant difference between the achievement of male and female students at the

application and higher order level but noted that concept mapping favored girls than boys in the

total scores in the achievement test at the cognitive level. the gender difference at these levels

was attributed to their different learning styles.

Ugwuanyi (2012) reported that girls did better than boys in students’ conceptual

understanding of force and motion. Wagbara (2012) showed that girls have greater influence on

their attitude towards chemistry than boys. The inconsistent results on gender generated the need

for further study. Also evidence from literature available to the researcher does not show that any

conclusion has been reached on the influence of gender on students’ achievement.

2.2.3 TEACHING STRATEGIES ON STUDENT ACHIEVEMENT IN CHEMISTRY

A number of factors have been identified to affect student’s attitude to science like

teacher’s attitude, content difficulties, instructional techniques (Ekundayo, 2008). Nbina and

Obomanu (2011) investigated the academic achievement of 125 ss2 chemistry student in Rivers

state on the effect of retention. They found that there was no significant difference in student’s

achievement and retention between urban and rural schools and attributed it to the fact that

problem solving is an activity beside method of teaching which elicits adequate student’s

participation. Aluka (2014) investigated the effect of concept mapping strategy on problem

solving abilities in secondary school chemistry. Therefore, concept mapping strategy is activity

oriented since students gain greater comprehension of the content and skills they are studying.
2.3 PRINCIPLE OF CONCEPT MAPPING

Oloyode and Adeoye (2015) outlined the steps involved in concept mapping as follows:

Select an item for mapping: this could be an important text, passage.

Choose and underline keywords or phrases include objects and events in the list.

Rank the list of concepts from the most abstract to specific.

Arrange the concept as a two dimensional array analogue to a road map. Each concept is in

effect potential destination for understanding. Its route is defined be other concepts in the

neighboring territory.

2.4 EMPIRICAL STUDIES

The researcher compared the past related researches conducted by experts in the field and the

present research. John (2015) carried out a research titled “concept mapping strategy; an

effective tool for improving student’s academic achievements in biology, senior secondary

schools in Demsa L.G.A Adamawa state. The targeted population was five (5) schools which

were selected to represent the total population of the study. The instrument used in collecting the

data was questionnaire. The data collected analyzed using simple percentage method to verify

the research questions formulated for this study. the result of the finding revealed that there is a

positive achievement in students exposed to concept mapping strategy during lessons.

Yusuf (2012) carried out a research titled: influence of learning strategy on academic

performance of students in senior secondary schools in kebbi state. The study was carried out

with four objectives, four research questions and four null hypotheses. Questionnaire was used
for data collection and data collected was subjected to ANOVA. The study found that

availability and utilization of learning resources has a significant effect on the academic

performance of students. The current study is related to the past research work as it draws the

attention of the researcher to the influence of learning strategy on academic performance of

students. Despite the similarities, the study differs with the present as it used questionnaire for

data collection and ANOVA was used for data analysis whereas the current study will use

achievement test for data collection and data collected will be analyzed with the use of t-test.

The present research study is; Effect of concept mapping strategy in the retention of ionic

bonding by senior secondary school two students in Jos north. The target population for the

present research study is two (2) secondary schools. The present study will also adopt the use of

achievement test as an instrument for data collection and use simple t-test to analyze the research

questions.

2.5 SUMMARY OF LITERATURE REVIEW

The review was carried out under the following sub headings: Nigeria Secondary School

chemistry Curriculum, teaching methods, concept mapping, concept mapping and learning,

concept mapping and evaluation, advantages of concept mapping, construction of concept

mapping, types of concept mapping, characteristics of concept mapping, concept mapping on

student achievement in chemistry, gender and teaching strategies on student achievement in

chemistry, principles of concept mapping and empirical studies. The importance of science in

development of the nation cannot be overemphasized. Science is a major subject taught in

schools all over Nigeria and any nation that hopes to develop must not neglect the teaching of

science in its schools One of such Science is chemistry.chemistrey remains one of the basic
sciences whose teaching and learning is universally known to be efficient and successful, if

taught with the teaching strategy.chemistryy is activity based and students centered and cannot

be taught or learnt without the right teaching strategy. Teaching strategies for chemistry teaching

and learning are either in pitfall in schools due to poor teaching techniques. Therefore, has led to

low achievements of students in chemistryy. These therefore there is for proper teaching

techniques for effective biology teaching and learning in schools. Concept mapping strategy

plays vital roles in teaching and learning process in the field of education. All the authors whose

works were reviewed have the same view about the effect of concept mapping strategy. It is

established from the review that students learn better when taught using concept mapping

strategy. Concept mapping ensures and enhances effective teaching and learning. Concept maps

are visual representation of information. They can take the form of charts, graphic organizers,

tables, flowcharts, Venn diagrams, timelines, or T-chart. Concept maps are especially useful for

students who learn better visually although they can benefit any type of learner Novak, (2017) 4

basic types of Concept maps were discussed, also the importance and significance of Concept

maps in our educational setting were treated. This is because, they are of prime importance to

both dull and bright students. And they help to make lessons more interesting, directly teaching

to its goals, arousing students’ interests and motivating them to learn and develop the sense of

imagination, comparison and boost self-esteem. From the reviewed studies, despite the

importance of the use of concept mapping to enhance and promote the academic achievements

and motivation of students, it appears that many teachers still do not use Concept Mapping

strategy in the teaching of biology or do not understand the concept before it is being used. To

improve Concept Mapping, the related literature review suggested that strategies including:

involving the bodies with communities and non-governmental organization to support

symposium and seminars that would sensitize teachers on the use of Concept Mapping strategy,

financing biology teachers to workshops and giving them incentives by government were

suggested as one of the strategies for enhancing the use of concept mapping strategy by teachers.

Concept mapping strategies are used in making learning easier, clearer and more dynamic. In

other words, this teaching strategy enhances the teacher's effort in transmitting facts, attitudes

and skills to the learners by allowing learners use their own words. When teachers use Concept

Mapping strategy, they help the learners to create a situation or atmosphere, in which curiosity is

aroused; imagination stimulated, interest generated, viewpoint enlarged and attitudes changed

thereby attaining the basis for effective learning. Finally, with the trend in our educational

system, the need for biology knowledge is more than before. The need to improve the quality of

education in this situation requires a general retraining of teachers at all levels of education so as

to make the use of Concept Mapping strategy, which will help in influencing the arousal,

selection, direction and maintenance of all human behavior. Students require some form of

stimulus to activate, provide direction for, and encourage persistence in their study and learning

effort. Therefore, teachers are encouraged to develop positive attitude towards making use of

Concept Mapping strategy in the teaching of biology so that students develop great interest in it.
 CHAPTER THREE

METHOD AND PROCEDURE

This chapter presents the research design, area of study, sample and sampling technique,

instrument for data collection, validation of instrument, reliability of instrument, method of data

collection and method of data.

3.1 RESEARCH DESIGN

The research will use a quasi expereimental design. The quasi expereimental design will be

used so as to maintain intact class arrangement. The achievement test will be carried out using

post-test and pre-test. This design was considered appropriate because it gives an information

that determines two different samples on a given dependent variables. The students will be

taught and tested electrovalent bonding without the using of concept mapping teaching startegy

and their scores recorded. The students will then be taught the same topics again this time with

the use of concept mapping teaching strategy and the same test questions offered them (the
numbers of the test questions will be change) and their scores recorded. The data from the scores

obtained by the students will be analyzed using percentage.

3.2 POPULATION AND SAMPLE

The population and sample in this study are as follows;

3.2.1 Population

The population for this study consist of 80 senior secondary II chemistry students from

two schools in Jos North Local Government Area, Plateau state. The choice of senior

secondary II chemistry students for this study is due to the fact that the topic ionic bonding

falls within their syllabus and also they are free from any external examination.

3.2.2 Sample size

Two schools will be selected out of the 47 identified for the research. Furthermore, 40

students from each school making it a total of 80 students will be examined for this research

work. Olua, (2023) defined a sample as a proportion of a population and also confirmed that a

sampling portion that represents the whole population is selected. The choice of two schools

that will be sampled is to have equal representation of the population for the study. For the

purpose of this study, public secondary schools in Jos North will be used. This is because they

tend to have more harmonized program which is uniformly coordinated

3.3 SAMPLING TECHNIQUES

The sampling technique used by the researcher in this work will be simple random

sampling. In this type of sampling, every element in the population has an equal chance of being
included in the sample also; every possible combination of N elements in the population has an

equal chance of constituting the sample. The researcher planned a lesson using the syllabus of

Senior Secondary Schools Chemistry book II. The lesson will be taught for the two schools

selected and it will lasted for 90 minutes that is with each period being 45 minutes in the school,.

In the selected school, the experimental group was taught ionic bonding using concept mapping

method while the control group were taught the same ionic bonding without concept mapping

strategy (lecture method). This was to compare posttest and pretest scores of the two groups in

the achievement.

3.4 INSTRUMENT FOR DATA COLLECTION

The research instrument that will be used for collecting data in this study is the Chemistry

Achievement Test (CAT). This instrument will be on the concept ionic bonding. The Chemistry

Achievement Test(CAT) will contain 20 multiple choice objective test items with four options

(A-D) per question with two marks for each question . The choice of multiple choice test items is

because of its objectivity in marking. The CAT items developed by the researcher was prepared

by first constructing a table of specifications (test) which classified each test item according to

the topic and the objective the test addresses. The researcher intended to use the table of

specification because it helps to construct a test that has content validity whereby there was a

match between what was taught and what was tested.

Table3.1 A Table of Specification for 30 items Chemistry test for SSSII students

Cognitive Objectives

Content Period Percentage Know. Comp. Appl. Anal Syn. Eva. Total
percentage 5% 10% 50% 25% 5% 5% 100%

Iomic 4 40% 1 1 5 2 1 - 10

bonding

Properties of 3 30% - 1 1 1 - 1 4

ionic bond

Electrovalent 3 30% - 1 2 2 - 1 6

bond

Total 10 100% 1 3 8 5 1 2 20

3.5 VALIDITY AND RELIABILITY

3.5.1 Validity

The research instruments developed underwent validation by two experts, from the

department of science and technology from the faculty of education, University of Jos. The

researcher will present the test to the experts together with the objectives content of the

curriculum and test blue print. They will vet the instrument for clarity of the items, appropriate

use of language, the appropriateness of the test items with respect to the specific objectives of the

study. Based on the expert’s comments on the instrument, necessary corrections and

modifications will be made to produce the final draft.

3.5.2 Reliability
 The reliability of this study was carried out in order to ensure internal Consistency of the test

instrument. This is determined by using the test - retest method where the same instrument was

administered on different group of students. The resulting score was correlated to get the

reliability coefficient of 0.86. This shows that the instrument is reliable.

3.6. PROCEDURE FOR DATA COLLECTIONS

The data for this study will be gathered through following procedure ; the researcher

administers a pretest to the experimental and control group in the respective schools.in the

pretest the Chemistry Achievement Test was administered to the groups. Objective question

sheets was provided for the students to choose the right answer from the option A-D. The

researcher then marked the sheets of the test items to obtain the student’s score before treatment.

The researcher then undertook a classroom teaching for all the students in both the experimental

and control group. The two groups were administered the same the same content but

experimental group were taught with the use of concept mapping strategy while the control

group were taught with the usual lecture method approach. Posttest was administered after

treatment. the researcher then marked the sheets and scores them according to their respective

groups.

3.7 METHOD OF DATA ANALYSIS

The data obtained from the pretest and posttest will be compared to determine how effective

the treatment was. The data will be analyzed using simple percentage of the mean scores and

standard deviation of the scores obtained from the pretest and posttest to evaluate the research

questions. The research question one, two, three and four was analyzed using frequency table

by which the difference in their mean and standard deviation was used to observed the students’
achievement. Hypothesis one, two, three and four were tested using t-test independent sample at

0.05 level of significance, which is given thus t-test

T= x1 – x2

S12 + S22
n1 n2

Where;

x1 = first mean

x2 = second mean

S22 = second variance

S12 = first variance

n1=Number of first case

n2 = Number of second case

Mean = [x] = ∑fx

∑f

Where ∑ = Summation

x = scores

f = frequency
 INSTUMENT FOR DATA COLLECTION

UNIVERSITRY OF JOS

CONCEPT MAPPING ACHIEVEMENT TEST

Name of School: Government secondary school west of mines

Class: SS2

Sex: M ( ) Male F ( ) Female

SECTION B
 Duration 30 minutes

Instruction:

The paper consist of 30 items multiple choice examination which should be

answered by all students in SS II. Each question has four options lettered A-D

circle only one answer to each question. Each question carries equal marks.

Ensure that you submit the answered question paper to the examiner in charge

before leaving the examination halL

1. A chemical bond formation that involves the complete transfer of electrons

between atoms is

a. Ionic bond

b. Covalent bond

c. Metallic bond

d. Partial covalent bond

2. Formation of a compound through ionic bond the ionization energy of the

metal ion

a. Does not depend on

b. Depends on

c. Is independent regarding

d. May or may not depend on

 e.

3. The enthalpy change that occurs when an atom in the grounbd state gains an

electron, is electron gain enthalpy.

a. True

b. False

c. Both

d. None of the above

4. Electron gain enthalpy may be

a. exothermic

b. endothermic

c. both exothermic and endothermic

d. always zero

5. Ionic bonds easily from when electron when ionization energy of the metallic

atom is

a. negative

b. constant

c. more

d. less
6. What is the energy that is released upon the formation of an ionic compound known

as?

a. ionization energy

b. lattice energy

c. electron gain enthalpy

d. electro positivity

7. ionization energy is always endothermic in nature.

a. false

b. true

c. none of the above

d. all of the above

8. Ionic bond formation depends on the arrangement of

a. molecules

b. atoms
 c. lattice

d. ion

9. which of the following molecule’s formation doesn’t include ionic bond?

a. LiCl

b. MgO

c. SnCl4

d. H2O

10. Which of the following statement is true about ionic compounds?

a. ionic compounds conducts electricity when dissolved in water

b. ionic compounds are not soluble in water.

c. ionic compounds are crystalline solids

d. only a and c

11.Ionic compound are soluble in

a. ether
 b. alcohol

c. kerosene

d. water

12. Which of the following are electrovalent compounds?

a. copper sulphate

b. calcium nitrate

c. magnesium oxide

d. all of the above

13. What is the electronic configuration of calcium ion(Ca 2+)

a.2,8

b. 2,8,2

c .2,8,4

d.2,8,8

14. To form anions, non-metals atoms

 a. loses electrons

b. loses protons

c. gains electrons

d. gains protons

15. Resulting a loss of electrons forms

a. positive ions

b. anodes

c. cathodes

d. none of the above

16.Which of the following elments a said to have octet electron

a. chlorine

b.oxygen

c. neon

d. copper

17. After ionic bonding occurs both atoms are held by electrostatic force of attraction.
 a. strong

b. weak

c. average

d. none of the above

18. determines the properties of an element?

a.number of proton

b. number of neutron

c. number of electron

d. number of elements

19.Toluene, benzene, ether do not dissolve in non-polar solvents because

a. they are covalently bonded

b. they are electrovalently bonded

c. they possess bonds

d. they are close together

20. Ionic compounds have

a. high boiling point only

b. high melting point only

c. high melting and boiling points

d. low melting and boiling points

Marking scheme of achievement test instrument

1.a

2.b

3.a

4.c

5.d
6.b

7.b

8.c

9.d

10.d

11.d

12.d

13.d

14.c

15.a

16. c

17. a

18.a

19. b

20.c
 LESSON PLAN FOR THE EXPEERIMENTAL GROUP

Name of Student Teacher Ukaumunna Emmanuella Ugochi

Matriculation Number UJ/2018/ED/O478

Department Science and technology education

Unit Chemistry Education

Name of School Government Secondary School west of mines

Class SSII
Subject chemistry

Sex Mixed

Average Age 14-16

Number of Student 40

Duration 90minutes

Date 23/06/2024

Time 8:00-9:30AM

Period Double

Topic Chemical combination

Sub Topic Electrovalent bonding

Method of Teaching Concept mapping method

Behavioural Objective At the end of the lesson student should be able to:

1 define electrovalent bonds and explain their formation

2 identify examples of electrovalent compounds

3 draw diagram to represent electrovalent bond

4 List the properties of electrovalent compounds

Instructional Material

Reference material Chalkboard, Chalk, diagram of electrovalent compounds

Previous Knowledge Essential chemistry Textbook by M.C Michael

In the previous lesson the students were taught the first twenty elements

of the periodic table.

Introduction

The teacher introduces the lesson by asking the students if they have

heard of the term “ionic bond “ and explains that its other name is

electrovalent bond.

Presentation The teacher presents the lesson in the following steps

Step1

The teacher defines electrovalent bond as a type of chemical bonding

which involves transfer of electrons from metallic atoms to non-metallic

atoms during a chemical reaction ,i.e., donor-acceptor principle. The

teacher explains that the bond forms as a result of large difference in

electronegativity.

Holds together transfer

 Forms between

And

Step 2

The teacher identifies some example of electrovalent compounds such as

calcium oxide (CaO), Magnesium chlroride (MgCl2), and Alumium

Sulphate (Al(SO4)3), sodium chloride (NaCL).

Step 3

The teacher asks the students to identify the ions involved in each

Student’s activities compound and draw diagrams to represent the ionic bonds.

The students attempt to identify the ions present in the compounds.

 Step 4

Teacher lists the properties of ionic bond as ;

1 ionic compounds have high boiling and melting points

2.ionic compound are solid at room temperature and do not vapourise

easily

3. ionic compounds readily dissolves in polar colvent and water

4. they are good conductors of electricity when in molten state or in

molten state i.e they are electrolytes.

Evaluation
The teacher asks the students to answer the following question;

1 what is electrovalent bond?

2 list three propeerties of ionic compounds

Students activities
The students atttempt the questions.

Summary\conclusion
The teacher summaries the lesson by defining ionic bond as bond which

Student activities occurs between two atoms having a large difference in electronegativity a

and another name for ionic bond is electrovalent bond.The teacher then

test the student using the achievement test questions and scores them.
Students activities

Evaluation
Summary

Conclusion

LESSON PLAN FOR THE CONTROL GROUP

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 INTRODUCTION

In this chapter, data collected were presented, analyzed and discussed. The

chapter was discussed under the following sub-headings: Data Presentation, Summary of

the Findings and Discussion of the Results.

4.2 DATA PRESENTATION

The three research questions were answered using descriptive statistics in terms of

mean and standard deviation, the data was obtained using Biology Achievement Test

(BAT).

Research Question One: What is the difference in achievement mean score of pretest

and posttest biology of experimental group in senior secondary two (2) students in Jos

North, Plateau State?

To answer research question one, the pre-test and post-test scores of students for

BAT in the experimental groups were subjected to descriptive statistics in form of Means

and Standard Deviations. This is presented in Table 4.1

Table 4.1: Analysis of Pre-Test and Post- Test Means and Standard Deviations

Scores for BAT in the of the Control and Experimental Groups

GROUP N Mean Std. Std. Error Mean Difference

Deviation Mean
 BAT Pre-test Post-test 40 79.88 12.168 1.924

Post-test 35.75

Pre-test 40 44.13 13.908 2.199

Table 4.1 indicated that that the post-test means and standard deviations of

students for BAT scores for experimental group were 79.88 and 12.168 while that pre-

test were 44.13 and 13.908. The mean difference was 35.75 in favour of post- test scores

Research Question Two: What is the difference in biology achievement mean score of

posttest of male and female students in experimental group in senior secondary two (2)

students in Jos North, Plateau State?

To answer research question two, the post-test scores of students for BAT in the

control and experimental groups were subjected to descriptive statistics in form of Means

and Standard Deviations. This is presented in Table 4.2

Table 4.2: Analysis of Post-test Means and Standard Deviations Scores for BAT of

the Control Experimental Group

 GROUP N Mean Std. Std. Error Mean

Deviation Mean Difference

BAT Experimental 40 79.88 12.168 1.924

Post-test 33.63

Control 40 46.25 14.665 2.319

Table 4.2 indicated that that the post-test means and standard deviations of students for

BAT scores for experimental group were 79.88 and 12.168 while that control group were

46.25 and 14.665. The post-test mean difference was 33.63 in favour of experimental

group.
Research Question Three: What is the difference in biology achievement mean score of

posttest of experimental and control group in senior secondary two (2) students in Jos

North, Plateau State?

To answer research question three, the post-test scores of male and female

students for BAT in the experimental group were subjected to descriptive statistics in

form of Means and Standard Deviations. This is presented in Table 4.3

Table 4.3: Analysis of Post-test Means and Standard Deviations Scores of Male and

Female students for BAT of the Experimental Group

GROUP N Mean Std. Std. Error Mean

Deviation Mean Difference

BAT Male 18 79.44 12.821 3.022

Gender 0.78

Female 22 80.23 11.900 2.537

Table 4.3 indicated that that the post-test means and standard deviations of students for

BAT scores in the experimental group for male students were 79.44 and 12.821 while

that female students were 80.23 and 11.900. The mean difference was 0.78.
4.3 TESTING OF HYPOTHESES

This section analyzed data using statistical tools to test the three (3) null

hypothesis formulated for the study, using the inferential statistics of T-test Independent

sample at 0.05 level of significance.

Hypothesis One

Ho1: There is no significant difference between pre-test and post-test in the experimental

group on the post-test biology achievement mean scores.

In order to test hypothesis three, the pre- test and post-test scores in the

experimental group for BAT were subjected to T-test of independent sample statistics.

Summary of the analysis was presented in table 4.4

Table 4.4: T-test analysis of the Pre- Test and Post-Test Mean Scores for BAT of

Experimental Group

Groups N Mean SD Df t-value P-value Decision

Post-test 40 79.88 12.168

Significant

78 12.24 0.000

Pre-test 40 44.13 13.908

Table 4.4 revealed that the t-value computed was 12.24 and the p-value of 0.000 was

observed. Since the obtained p-value of 0.000 is less than the alpha value of 0.05, based

on the decision rule, this study rejected the null hypothesis one (1) that says there is no

significant difference between pretest and posttest in the experimental group on the

posttest biology achievement mean scores The decision implies that, there is a significant

difference between pretest and posttest in the experimental group on the posttest biology

achievement mean scores. This indicates that the students of experimental group

performed significantly better after treatment.

Concept mapping should be incorporated in the curriculum of teacher training institutions

to promote performance of both male and female students.

Hypothesis Two

Ho2: There is no significant mean difference between the experimental and control group

on post-test biology achievement mean scores.

In order to test hypothesis two, the post-test scores in the experimental and control

groups for BAT were subjected to T-test of independent sample statistics. Summary of

the analysis was presented in table 4.5

Table 4.5: T-test analysis of the Post-Test Mean Scores for BAT of Experimental

and control Groups

Groups N Mean SD Df t-value P-value Decision

 Experimental

40 79.88 12.168 Significant

78 11.16 0.000

Control 40 46.25 14.665

Table 4.5 revealed that the t-value computed was 11.16 and the p-value of 0.000 was

observed. Since the obtained p-value of 0.000 is less than the alpha value of 0.05, based

on the decision rule, this study rejected the null hypothesis two that says there is no

significant mean difference between the experimental and control group on posttest

biology achievement mean scores. The decision implies that, there is a significant mean

difference between the experimental and control group on posttest biology achievement

mean scores. This indicates that the students of experimental group performed

significantly better than that of control group after treatment.

Hypothesis Three

Ho3: There is no significant difference between male and female students in the

experimental group of post-test achievement in biology mean scores.

 In order to test hypothesis three, the post-test scores in the experimental of male

and female students were subjected to T-test of independent sample statistics. Summary

of the analysis was presented in table 4.6

Table 4.6: T-test analysis of the Post-Test Mean Scores for BAT in the Experimental

Group of Male and Female students

Groups N Mean SD Df t-value P-value Decision

Male

18 79.44 12.821 Not sign.

38 0.20 0.843

Female 22 80.23 11.900

Table 4.6 revealed that the t-value computed was 0.20 and the p-value of 0.843 was

observed. Since the obtained p-value of 0.843 is greater than the alpha value of 0.05 thus,

the study rejected the null hypothesis three (3) that says there is no significant difference

between male and female students in the experimental group of posttest achievement in

biology mean scores. This indicates that the students of experimental group performed

significantly better than those control-group after treatment

4.5 DISCUSSION OF THE FINDINGS

 The findings of this research indicated that there is a significant mean difference

between the experimental and control group on posttest biology achievement mean

scores. The result is in line with that of Usman (2016) investigated the effect of concept

mapping strategy on secondary school physics students’ achievement in Jos, Plateau

State, Nigeria. His results of the study showed that concept mapping strategy improves

students’ achievement in physics.

Finally, the result indicated that there is no significant difference between male

and female students in the experimental group of posttest achievement in biology mean

scores. The study disagreed with that of Emmanuel (2013) investigated the effect of

concept mapping strategy on secondary school students’ achievement on difficult

chemistry concepts. His results indicated that there was also a better performance in

favour of female students compared to their male counterparts using this method.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

INTRODUCTION

This study investigated the effect of concept mapping strategy on the academic

achievements of senior secondary two students in biology in Jos North, Plateau State. In

this chapter, the summary of the entire work and conclusions were given.

Recommendations and suggestions for further studies were made for other researchers

who may wish to conduct similar studies.

5.1 SUMMARY

This study was conducted to investigate the effect and impact of ICT use for

effective teaching and learning of computer and their achievement in junior secondary

schools of Jos north educational zone. This study was guided by four (4) research

questions, and also four (4) null hypotheses were formulated and tested at 0.05 levels of

significance. This study employed pre-test, post-test quasi-experimental design. The

population comprises of 5407 Senior secondary two (SS 2) computer students found in

Jos north educational zone of plateau state. A sample of 80 SS 2 students were drawn in

Jos North Local Government Council of Plateau state.

Two (2) instruments, The Biology Achievement Test (BAT) and The Students Attitude

Towards Biology Achievement test was used for the data collection. The subjects were

divided into two groups, The Experimental Group (EG), N = 40 and The Control Group

(CG) N = 40. Two intact classes from two schools was taught Biology for two weeks,

data on performance, retention, attitude, and achievement was obtained using the

achievement test respectively.

 i. There is no significant difference between pre-test and post-test in the

experimental group on the post-test biology achievement mean scores.

ii. here is no significant mean difference between the experimental and control

group on post-test biology achievement mean scores.

iii. There is no significant difference between male and female students in the

experimental group of post-test achievement in biology mean scores.

The finding the study indicated that: there is a significant difference between pre-test and

post-test in the experimental group on the posttest biology achievement mean scores,

there is a significant mean difference between the experimental and control group on

posttest biology achievement mean scores and here is no significant difference between

male and female students in the experimental group of posttest achievement in biology

mean scores.

5.3 CONCLUSIONS

Based on the findings of this research, it can be concluded that, concept mapping

enhances the student’s achievement of biology among senior secondary school students

under study.

Concept mapping on student’s achievement in biology of male and female

students, as it revealed no significant gender difference in the achievement

Concept mapping was effective in promoting student’s achievement in biology

among senior secondary school students under study.

5.4 RECOMMENDATIONS
 Based on the findings of this study, the following recommendations were made:

i. There should be adequate training of biology teachers on the use of concept mapping

strategy in teaching biology at the secondary school level to promote their academic

achievement in the subject.

ii. Science teachers should incorporate the use of concept mapping to enhance students’

academic achievement in the subject.

5.5 CONTRIBUTIONS OF THE STUDY TO KNOWLEDGE

The researcher generated the following as contributions to knowledge:

1. There is a significant difference between pretest and posttest in the

experimental group on the posttest biology achievement mean scores (0.000).

2. There is a significant mean difference between the experimental and control

group on posttest biology achievement mean scores (0.000).

3. There is no significant difference between male and female students in the

experimental group of posttest achievement in biology mean scores (0.843).

5.6 SUGGESTIONS FOR FURTHER RESEARCH

From the findings of the study, the following suggestions were made:

i. The study should be replicated in other science subjects such as chemistry and

Physics.
 ii. A larger population and sample size can be used in Plateau state and other

state to ascertain the validity of the present study.

iii. Similar studies should be carried out at NCE level or degree level.

5.7 LIMITATION OF THE STUDY

During the course of this study, there were many limitations faced by the

researcher which includes:

i. Financial constraint: Insufficient fund tends to hinder the efficiency of the

researcher in sourcing for the relevant materials, literature, information and in

the process of data collection (internet, questionnaire and interview).

ii. Time constraint: The researcher will simultaneously engage in this study with

other academic work. This consequently will cut down on the time devoted

for the research work.

iii. Insecurity- Due to the insecurity situation in our dear country Nigeria, the

researcher faced the problem of not visiting some parts of the local

government areas for data collection.

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SECTION A

CONCEPT MAPPING ACHIEVEMENT TEST

Name of School:________________________________________

Class: _________________________________________________

Sex: M ( ) Male F ( ) Female

SECTION B

Duration 20 minutes

Instruction:

The paper consist of 20 items multiple choice examination which should be

answered by all students in SS II. Each question has four options lettered A-D
circle only one answer to each question. Each question carries equal marks.

Ensure that you submit answer question paper to the examiner in charge before

leaving the examination hall.

1. The name of reproduction parts of flower, the stamens are collectively known

as______(a) androecium (b) filament (c) anther (d) cynoecium

2. The other name for gynoecium is ________ (a) pistil (b) stigma (c) style (d)

sepal

3. Which of the following statement is correct _______(a) radicle attaches the

flower to the stem (b) another dose not contain pollen gram (c) filaments hold the

petals (d) petals endorse and Protects other floral parts

4. _______inside the flower often leads to the production of seeds (a) calyx (b)

corolla (c) fertilization (d) pedicle

5. Reproductive part of a plant is the_______(a) stem (b) leaf (c) flower (d) root

6. In flowering plants male gamete is formed inside________(a) filament (b)

stamen (c) anther (d) pistil

7. Main ovary forms the_______(a) pistil (b) stamen (c) fruits (d) seeds

8. The flower is made up of _______(a) calyx corolla androecium and gynoecium

(b) nectar, stigma, style, filament (c) anther, filament, calyx and corolla (d)

receptacle, radicle, androecium and gynoecium

10. The floral part are usually arranged in____ ___one above the other on

the_______(a) concentric rings, calyx (b) concentric ring, corolla (c) concentric

ring, pedicle (d) concentric ring, receptacle

11. ______ protect the flower bud (a) bepal (b) petal (c) stamen (d) pistil

12. Flower having a supener ovary is (a) bypogynums flower (b) pergynous

flower (c) hypqrgynous flower (d) epigynous flower

13. When the ovary is placed above other floral part it is called (a) infenor ovary

(b) half infenor ovary (c) supenor ovary (d) half supenor ovary

14. Jointed sepal is known as (a) polysepalous (b) gameosepalous (c) episepalous

(d) epicalyx

15. Which of these statement is correct (a) single carpel is monocarpous (b) one

or more carpel is apocarpous (c) fused carpel are called polycarpous (d) free

carpel is called syncarpous

16. Which of these statement is not correct (a) ovary contain the ovules (b) ovary

develop into fruit (c) ovule produce the female gamete (d) ovule develop into

fruits

17. _______connects the stigma to the ovary (a) stamen (b) pistil (c) style (d)

filaments

18. Collective the petals is known as (a) corolla (b) calyx (c) style (d) stigma
19. ________reserve pollen grains at pollination (a) filament (b) stamen (c) style

(d) stigma

20. Perigynous flower have_______ type of ovary (a) interior ovary (b) half

inferior ovary (c) superior ovary (d) half superior ovary

Sunflower have _________ type of ovary (a) half inferior ovary (b) interior ovary

(c) perigynous ovary (d) superior ovary

SECTION C

BAT

MARKING SCHEME

1.A

2. A

3. A

4. C

5. C

6. C

7. C

8. A

9. D

10. A

11. A

12. C
 13. B

14. A

15. D

16. C

17. A

18. D

19. B

20.B

LESSON PLAN

Name of Student Teacher Alechenu. Gladys

Matriculation Number UJ/2018/ED/0579

Department Science and Technology Education

Unit Biology Education

Name of School

Class SSII

Subject Biology
Sex Mixed

Average Age 14-16

Number of Student 40

Date

Time

Topic Reproduction

Sub Topic Reproductive System in Plants

Method of Teaching Lecture Method

Behavioural Objective At the end of the lesson student should be able to

4 describe the flower as a reproductive structure in plants

5 explain the structure of a flower.

6 state the parts of a flower and their uses

Chalkboard, Chalk

Essential Biology Textbook by M.C Michael

Instructional Material
Student already recognize reproduction as the ability of living things to

Reference produce new individuals of their type.

Previous Knowledge The flower is the reproductive structure of flowering plants. It contains

the male and female sex organ which enables them to exhibit sexual
 reproduction.

Introduction Step1

Teacher describe the flower as the reproductive structure of plants that

contains the male and female sex organs which enables them to exhibit

sexual reproduction.

Presentation

Step 2

Teacher describe the various reproductive organs in plants which are the

Androecium/Stamen, Gynoecium/Pistil

Androecium/Stamen is the male reproductive organ. The whorls inside

the petals is a group of stamen collectively known as the androecium. It

consist of a long slender stalk called the filament and a swollen end

(pollen sac) called the anther. The filament hold the anther in position.

In some flowers the filaments are united while the anther is free

(Habiscus) while in some the anther is fused and filament are free

(sunflower). Sometime the filament of stamen are attached to petals.

Gynoecium/pistil is the plant’s female reproductive organ. The

gynoecium consists of carpels. A single structure of several fused carpel

is called a pistil. It is located at the flower center and consisted of the

stigma, style and ovary. The stigma is located at the top and is connected
by the style to the ovary.

A pistil with single carpel is described as monocarpous (flamboyant)

while one with two or more carpels is called polycarpous (Hibiscus).

When the carpel are free from one another the pistil is said to be

apocarpous (rose flower) when they are fused together it is described as

synarpous (lilies).

The CALYX SEPAL – are small green, leaf like structure located at the

base of a flower. They protect the flower bud. They may be separated

(poly-epalous) or joined to from a cup (gamos epalous corolla petals

collectuely the petal is known as corolla. It is highly coloured and

scentend they may be separated or joined (gamopetalous) and the number

of petals on a flower often is used to help identify plant families and

genera.

Step 3

Teacher state the parts of a flower and their functions in a table below.

Students ask the teacher questions

Teacher evaluate student by asking them to

1. describe the flower as a reproductive structure in plants

 2. explain the structure of a flower

3. state the parts of the flower and their functions

Teacher summaries by asking the student question and also answering the

student question.
 Teacher conclude the lesson by giving student note.

Students activities

Evaluation
Summary

Conclusion
CONCEPT MAP LESSON PLAN

Name of Student Teacher Alechenu Gladys

Matriculation Number UJ/2018/ED/0579

Department Science and Technology Education

Unit Biology Education

Name of School

Class SSII

Subject Biology

Sex Mixed

Average Age 14-16

Number of Student

Date

Time 10:20-11:00

Topic Reproduction
Sub Topic Reproductive System in Plants

Method of Teaching Concept Map Method

Behavioural Objective At the end of the lesson student should be able to

i. describe the various reproductive organs of a

plant.

ii. list the parts of a flower and their function.

Chalkboard, Chalk

Instructional Material
Essential Biology Textbook by M.C Michael

Reference
Student already recognize reproduction as the ability of

Previous Knowledge living things to produce new individuals of their type.

The flower is the reproductive structure of flowering

plants. It contains the male and female sex organ which

enables them to exhibit sexual reproduction.

Introduction
 Step I

Presentation
Step II
 Teacher ask student to identify the reproductive organs in

plants and also located the different types of ovary.

Teacher's Activities

Teacher evaluate student by asking them to

 describe the various reproductive organs of a

plant.

Evaluation  list the parts of a plant and their function.

Teacher summaries by asking the student question and

also answering the student question.

Teacher conclude the lesson by giving student note.

Summary

Conclusion
APPENDICES

T-TEST GROUPS=GROUP2(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATPR

/CRITERIA=CI(.95).

T-Test

Notes

Output Created 1-August-2023 15:50:24

Comments

Input Data C:\Users\BIO\Documents\poulin

analyses.sav
 Active Dataset DataSet0

Filter <none>

Weight <none>

Split File <none>

N of Rows in Working
80
Data File

Missing Value Handling Definition of Missing User defined missing values are

treated as missing.

Cases Used Statistics for each analysis are based

on the cases with no missing or out-

of-range data for any variable in the

analysis.

Syntax T-TEST GROUPS=GROUP2(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATPR

/CRITERIA=CI(.95).
 Resources Processor Time 00:00:00.03

Elapsed Time 00:00:01.04

[DataSet0] C:\Users\BIO\Documents\glad analyses.sav

Group Statistics

Std. Error

GROUP2 N Mean Std. Deviation Mean

BAT Pre-test Post-test Post-test 40 79.88 12.168 1.924

Pre-test 40 44.13 13.908 2.199

Independent Samples Test

 Levene's

Test for

Equality of

Variances t-test for Equality of Means

95%

Confidence
Std.
Interval of the
Mean Error
Difference
Sig. (2- Differen Differen

F Sig. T Df tailed) ce ce Lower Upper

BAT Equal

Pre- variances 2.402 .125 12.235 78 .000 35.750 2.922 29.933 41.567

test assumed

Post-
Equal
test
variances
12.235 76.646 .000 35.750 2.922 29.931 41.569
not

assumed
T-TEST GROUPS=GROUP1(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATPO

/CRITERIA=CI (.95).

T-Test

Notes

Output Created 14-MAR-2023 13:59:03

Comments

Input Data C:\Users\BIO\Documents\

gladanalyses.sav

Active Dataset DataSet0

 Filter <none>

Weight <none>

Split File <none>

N of Rows in Working
80
Data File

Missing Value Handling Definition of Missing User defined missing values are

treated as missing.

Cases Used Statistics for each analysis are based

on the cases with no missing or out-

of-range data for any variable in the

analysis.

Syntax T-TEST GROUPS=GROUP1(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATPO

/CRITERIA=CI(.95).

Resources Processor Time 00:00:00.03

 Elapsed Time 00:00:00.20

Group Statistics

Std. Error

GROUP1 N Mean Std. Deviation Mean

BAT Post-test Experimental 40 79.88 12.168 1.924

Control 40 46.25 14.665 2.319

Independent Samples Test

Levene's

Test for

Equality

of

Variances t-test for Equality of Means

95% Confidence

Interval of the
Sig.
Difference
(2- Mean Std. Error

F Sig. T Df tailed) Difference Difference Lower Upper

BAT Equal

Post- variances .743 .391 11.160 78 .000 33.625 3.013 27.627 39.623

test assumed

Equal

variances
11.160 75.432 .000 33.625 3.013 27.623 39.627
not

assumed

T-TEST GROUPS=GROUPG(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATG

/CRITERIA=CI(.95).

T-Test

Notes

Output Created 1-August-2023 16:59:58

Comments

Input Data C:\Users\BIO\Documents\

gladanalyses.sav

Active Dataset DataSet0

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N of Rows in Working
80
Data File

Missing Value Handling Definition of Missing User defined missing values are

treated as missing.

Cases Used Statistics for each analysis are based

on the cases with no missing or out-

of-range data for any variable in the

analysis.
Syntax T-TEST GROUPS=GROUPG(1 2)

/MISSING=ANALYSIS

/VARIABLES=BATG

/CRITERIA=CI(.95).

Resources Processor Time 00:00:00.02

Elapsed Time 00:00:00.07

Group Statistics

Std. Error

GROUPG N Mean Std. Deviation Mean

BATGender Male 18 79.44 12.821 3.022

Female 22 80.23 11.900 2.537

Independent Samples Test

Levene's

Test for

Equality

of

Variances t-test for Equality of Means

95%

Confidence

Interval of the
Mean
Difference
Sig. (2- Differe Std. Error

F Sig. T Df tailed) nce Difference Lower Upper

BATGender Equal

variances .157 .694 -.200 38 .843 -.783 3.916 -8.710 7.144

assumed

Equal

variances 35.23
-.198 .844 -.783 3.946 -8.791 7.226
not 9

assumed