EFFECTS OF CONCEPT-MAPPING INSTRUCTIONAL STRATEGY IN REMEDIATING SENIOR SCHOOL STUDENTS’ MISCONCEPTIONS IN ECOLOGY IN OYO, NIGERIA

EFFECTS OF CONCEPT-MAPPING INSTRUCTIONAL STRATEGY IN REMEDIATING SENIOR SCHOOL STUDENTS’ MISCONCEPTIONS IN ECOLOGY IN OYO, NIGERIA 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
Ecology education plays a crucial role in developing students' understanding of the natural environment and promoting their environmental awareness. However, students often harbor misconceptions that hinder their learning and conceptual understanding of ecological principles. This study aims to investigate the effects of concept-mapping instructional strategy in remediating senior school students' misconceptions in ecology in Oyo, Nigeria.

The research employs a quasi-experimental design with a pretest-posttest control group. The participants consist of senior school students from selected schools in Oyo, Nigeria. The intervention group receives concept-mapping instruction, while the control group receives traditional teaching methods. The students' misconceptions in ecology are identified through pretest assessment using a validated misconception test.

During the intervention, the concept-mapping instructional strategy is implemented, emphasizing the hierarchical organization of ecological concepts, relationships, and connections. Students are encouraged to construct concept maps that represent their understanding of ecological concepts and their interrelationships. The control group receives conventional instruction without concept-mapping activities.

After the intervention, a posttest is administered to both groups to assess changes in students' understanding and misconceptions in ecology. Statistical analyses, including t-tests and analysis of covariance, are employed to compare the pretest-posttest scores and determine the effectiveness of the concept-mapping instructional strategy in remediation.

The findings of this study are expected to contribute to the field of ecology education by providing empirical evidence on the efficacy of concept-mapping as an instructional strategy for addressing students' misconceptions. The results will inform educators and curriculum developers in Oyo, Nigeria, and potentially other regions facing similar challenges, about the benefits of integrating concept-mapping techniques into ecology instruction.

By promoting a deeper understanding of ecological concepts and fostering meaningful connections between them, concept-mapping instruction has the potential to enhance students' ecological literacy, critical thinking skills, and problem-solving abilities. It is hoped that the study's findings will influence educational practices and curriculum development in Nigeria, leading to improved ecological education and environmental stewardship among senior school students.

EFFECTS OF CONCEPT-MAPPING INSTRUCTIONAL STRATEGY IN REMEDIATING SENIOR SCHOOL STUDENTS’ MISCONCEPTIONS IN ECOLOGY IN OYO, NIGERIA, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS 

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