James Ojotu OTUKPA 1, Abel Okoh AGBO-EGWU 2 andJoseph Wuave ANYOR 1
1 Department of Mathematics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
2 Department of Statistics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
Abstract
This study investigated the Effect of Mind Mapping Instructional Strategy on Upper Basic Education Three Students’ Achievement and Retention in Statistics. The study was carried out in Agatu Local Government Area, Benue State, Nigeria. It adopted quasi-experimental non-equivalent group research design (precisely non-randomized pre-test post-test control group design) and multistage sampling to select 80 Upper Basic Education Three students of which 42 were males and 38 females. Two schools were each assigned to experimental and control groups by the use of simple random sampling technique. The experimental group was taught Statistical concepts using Mind Mapping instructional strategy while the control group was also taught Statistical concepts using conventional methods. The data required for the study were collected using Statistics Achievement Test (SAT) and Statistics Retention Test (SRT) with the reliability coefficient of 0.89 determined using Kuder-Richardson formula 20 (KR20). Four research questions and four hypotheses guided the study. Mean was used to answer the research questions while the hypotheses were tested at 0.05 significant level using analysis of covariance (ANCOVA). Results from the analysis revealed that students exposed to experimental group were superior in achievement and retention than those in the control group. Also, the achievement scores of male and female students were not statistically significant but the retention scores of male and female students were statistically significant. In conclusion, we can say from the study that when Mathematics teachers make use of Mind Mapping instructional strategy, it can improve students’ achievement and retention in Statistics since Mind Mapping instructional strategy was the reason for students’ high achievement and retention in Statistics. The study therefore recommended amongst others, the training of Mathematics teachers on the use of Mind mapping instructional strategy.
Keywords: Statistics, Mind Mapping, Achievement, Retention, Statistics Education
How to Cite this Article:
Otukpa, J. O., Agbo-Egwu, A. O. & Anyor, J. W. (2024). Effect of Mind Mapping Instructional Strategy on Upper Basic Education Three Students’ Achievement and Retention in Statistics in Agatu Local Government Area, Benue State, Nigeria. VillageMath Educational Review (VER), 6(1), 77-92. http://doi.org/10.5281/zenodo.13168149
