Abstract:
The study sought to find out the differential effects of students’ achievement in ecology using concept mapping. The study adopted a quasi-experimental design, specifically, the non-equivalent control group design. Three research questions and three null hypotheses guided the study. The study was conducted in Colleges of Education in Yobe State. Two classes of Preliminary Nigeria certificate in Education (Pre-NCE) science students were selected for the study. Federal college of Education Potiskum was taught ecology with cooperative learning mode using concept mapping. College of Education Gashua was taught ecology with competitive learning mode using concept mapping. Ecology achievement test (EAT) was used for data collection. Mean and standard deviation were used to answer the three research questions while ANCOVA was used to test the three hypotheses at 0.05. The result revealed that cooperative learning mode was more effective in students’ achievement in ecology. The female students benefited more significantly than their male counterparts with regard to cognitive achievement in ecology using concept mapping. Based on the findings, it was recommended that teachers should be trained on the proper use of concept mapping strategy under cooperative and competitive learning modes.
