Title: Comparative Effects Of Concept Mapping And Lecture Methods On Chemistry Students' Attitude
Authors: Florence O. CHIKEZIE and Patrick O. AJAJA
Volume: 10
Issue: 6
Pages: 26-33
Publication Date: 2026/06/28
Abstract:
This study compared the effects of concept mapping and lecture method on students' attitude towards Chemistry. Three research questions and three corresponding hypotheses were raised and formulated, respectively, to guide the study. The study employed the pretest-posttest planned variation quasi-experimental design. The population for the study consisted of 38,237 SS II Chemistry students in Delta Central Senatorial District. The sample size for the study comprised three hundred (300) SS II Chemistry students from four (4) intact classes of four (4) mixed secondary schools. Data were collected using validated Chemistry Attitude Scale (CAS). The reliability of the instrument was established using the Cronbach-alpha formula. The reliability coefficients of .70 was obtained for the CAS. The entire treatment procedure was carried out in 5 phases, and data collected upon administration of the CAS at pretest and posttest were analyzed using descriptive statistics, independent sample t- test and Analysis of Covariance (ANCOVA). The study found among others that: (i)there was a significant difference in the mean attitude scores of Chemistry students taught using concept mapping and lecture method,(ii)there was no significant difference in the attitude scores of male and female students taught chemistry using the concept mapping strategies and (iii) there was no significant interaction effect between instructional strategies and sex on students'' attitude. In conclusion, the study confirmed that active learning strategies, such as concept mapping was more effective than lecture-based teaching methods in improving both academic attitude. It is recommended that teachers incorporate concept-mapping method into their instructional practices.