EFFECTS OF CONCEPT MAPPING AND COOPERATIVE TEACHING METHODS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL HOME ECONOMICS STUDENTS IN KADUNA STATE, NIGERIA
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ABSTRACT
This study was conducted to investigate the effects of Concept Mapping and Cooperative Learning Teaching Methods on the Academic Performance of Home Economics Students in Kaduna State, Nigeria. Three objectives were formulated to guide the study, to;determine the effect of Concept Mapping teaching method on the lower level cognitive domain of learning of Foods and Nutrition students in secondary schools in Kaduna State;ascertain the effect of Cooperative Learning teaching method on the lower level cognitive domain of learning of Foods and Nutrition students in secondary schools andcompare the effects of Concept Mapping, Cooperative Learning and lecture teaching methods on the lower level of cognitive domain of learning of Foods and Nutrition students in secondary schools in Kaduna State. In line with the objectives, three research questions and hypotheses were formulated.Quasi experimental design was used for the study. The population comprised of the 11,446 Home Economics students in the 12 Educational Zones in Kaduna state. The sample size for the study was 172 SS2 Students from three secondary schools in Zaria Educational Zone. Purposive sampling technique was used for the Study. Instrument for data collection was a self-designed test: Foods and NutritionAchievement Test Items (FNATI) whose items were selected from West African Examination Council (WAEC)Foods and Nutrition past questions. The reliability of the instrument was established using test retest reliability method. The scores of the pilot tests were analyzed using Chronbachβs alpha. A reliability coefficient of 0.80 was realized. The data for the study was collected by the researcher and the exercise lasted for eight weeks. The research questions were answered using mean and standard deviation. All hypotheses were tested at .05 level of significance. The findings of the study revealed xviii that Concept Mappingand Cooperative Learning teaching methods improved the lower level cognitive domain of learning of Foods and Nutrition students with gain scores of 18.03 and 32.73 respectively. The findings also revealed that comparatively, Cooperative Learning teaching method had the highest gain score (32.73), which implied that it improvedthe lower level cognitive domain of learning of Foods and Nutrition students best. The corresponding hypotheses were tested and hypothesis one was retained with t(114) = -.50, p = .306; π‘πππ > π‘ππππ‘ . Hypotheses two and three were rejected with p values less than 0.010 (p < 0.010), which implied that there was a significant effect of Cooperative Learning teaching method on the lower level cognitive domain of learning of Foods and Nutrition Students. Based on the findings of the study, it was concluded thatConcept Mappingimproved the lower level cognitive domain of learning of Foods and Nutrition students the least. The study concluded that Cooperative Learning teaching method had a positive effect on the lower level cognitive domain of learning of Foods and Nutrition students. Thus, it was recommended that; Cooperative Learning teaching method should be used to teach Foods and Nutrition in secondary schools.
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