COMPARATIVE EFFECTS OF CONCEPTS MAPPING AND SCAFFOLDING AS INSTRUCTIONAL STRATEGIES ON STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE IN EKITI STATE, NIGERIA.
Ilugbusi A. A. and Akinwumi I. O. School of Sciences College of Education,Ikere Ekiti, Ekiti State.
Abstract
This study compared the effects of concept mapping and scaffolding as instructional strategies on students’ learning outcomes in Basic science in Ekiti state junior secondary schools. The study sample consisted of 360 JSS 2 Basic science students selected from five junior secondary schools. in Ekiti state by multistage sampling technique. The study adopted a non-radomised control group pretest post test design as described by Campbell and Stanley (1966), (1970). Four null hypotheses were tested at P = 0.05 level of significance. Hypotheses I, I and III were tested by using one way analysis of variance statistics. Findings showed that out of the three instructional strategies investigated, concept mapping was the best, because it stimulated students’ interest in learning and also ensured meaningful learning of Basic science in schools. It was however recommended that the use of concept’ mapping for the effective teaching of Basic science in schools should be encouraged while the use of conventional instructional strategy should be discouraged henceforth because it promotes rote learning.
Keywords: Effects, Concepts, Mapping, Scaffolding, Strategies, Learning, outcomes and Basicsciences.