Abstract:
The consistent reports on poor achievement in integrated science and gender inequity in science achievement have led to a search for more effective strategies for teaching integraied science. In this connection, concept mapping has been reported to facilitate meaningful learning of science concepts. Consequently, the current study sought to investigate which mode of concept mapping will facilitate the learning of integrated science concepts such that achievement is enhanced and positive attitudes developed. It also sought to investigate the interactive effects of the different modes of concept mapping with gender relative to students achievement and attitudes. A non-equivalent control group quasi-experimental design involving three intact groups was adopted. Three schools and three hundred and sixty (362) JSS I1 students in Nnewi Urban-Anambra State constituted the sample. The subjects in each of the three groups were tested before and after treatment on achievement in and attitudes toward integrated science. The treatment spanned eight weeks. Instruments used for data collection were Test of integrated Science Achievements (TISA) and Attitude Towards Integrated Science Questionnaire (ATISQ). These were developed and validated by the researcher. The K-R 20 internal consistency reliability coefficient of 0.81 was computed for TISA and the internal consistency reliability of ATISQ was established through rronbach alphz: to be 0.73. Data collected were analyzed using means and stiizdard deviations for research questions and a 3 x 2 analysis of covariance (ANCOVA) for the hypotheses. Resu!ts showed that in ail cases the experimental groups had significantly higher mean post-test scores than the control group. The major findings were: 1. Coricept mapping strategy significantly enhanced achievement of students in integrated science. 2. Cooperative concept mapping was more efficacious in promoting achievement of females in integrated science while males were not much affected by concept mapping relative to achievement in integrated science. 3. There was a significant interaction effect between gender and mock of concept mapping in the area of achievement. 4. Concept mapping had a positive significant effect on students' attitudes toward integrated science. 5. Mode of concept mapping had no significant effect on students' attitude towards integrated science. 6. Gender was found not. to exert any significant influence on tht ' attitudes of students toward integrated science. 7. There was no sigiif cant interaction effect between gerder and mode of concept mapping in the area of attitude. Based on these major findings, it was concluded that the two modes of concept mapping and gender had significant and positive influence on students' achievement in integrated science. Also gender neither had any significant effect on attitude nor did it interact significantly with mode of concept mapping relative to attitude. The educational implications of the results of the study were discussed, recommendations, limitations and suggestions for further research were made
