EFFECT OF CONCEPT MAPPING AND COOPERATIVE LEARNING STRATEGIES ON FEDERAL COLLEGES OF EDUCATION STUDENTS ACADEMIC ACHIEVEMENT IN CELL BIOLOGY IN SOUTHWEST NIGERIA

Abstract

This study investigates the effect of concept mapping and cooperative learning strategies on the academic achievement of students in cell biology at Federal Colleges of Education in Southwest Nigeria. A quasi-experimental research design was utilised, incorporating a sample of students sourced from specific institutions. The investigation was directed by particular enquiries and propositions to evaluate the influence of these teaching strategies in contrast to conventional lecture approaches. Data collection involved administering pre-test and post-test assessments to evaluate students' academic achievement prior to and following their exposure to the experimental conditions. The hypotheses were tested using analysis of covariance (ANCOVA) at a 0.05 level of significance. The results indicated that students who were instructed using concept mapping and cooperative learning techniques achieved markedly superior outcomes compared to their peers who received traditional instruction. Furthermore, it was observed that collaborative learning significantly improved students' involvement, analytical thinking, and capacity to solve problems. The findings indicate that innovative teaching strategies, including concept mapping and cooperative learning, significantly enhance students' comprehension and retention of intricate biological concepts. The discussion focusses on the implications for teacher training, curriculum development, and educational policy, advocating for the incorporation of these strategies into instructional practices to improve learning outcomes in science education.