Comparative effects of concept mapping and cooperative learning strategies on senior secondary school students’ achievement in mathematics-trigonometry in Kano State, Nigeria
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This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students’ achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of 210 (110males & 100 females) SSII students from three senior secondary schools in Kano metropolis, Kano state, Nigeria. The main objectives of the study were to find out whether a significant mean difference exists in students’ achievement in trigonometry when taught with concept mapping and cooperative learning strategies, and find out the effects of the two strategies on achievement based on gender. Data was collected using researchers developed achievement test in trigonometry tagged PRE-TAT & POST-TAT with a reliability coefficient of 0.75. Data analysis was done using descriptive statistics and Analysis of Covariance (ANCOVA). The findings from the study among other things showed that the students taught using concept mapping performed better than those taught using cooperative learning strategy and both the two strategies were significantly better than the use of conventional teaching methods. The male students taught with concept mapping performed significantly better than female students. Also, the findings revealed the existence of gender differences in achievement of the students taught using cooperative learning strategy as against the use of conventional methods where it was discovered that female students performed significantly better than male students. It was recommended among other things that curriculum planners should incorporate concept mapping and cooperative learning strategies in mathematics curriculum guidelines towards the enhancement of achievement of senior secondary school students in mathematics.
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Bot and Eze (2016) found that the concept mapping method can significantly improve students' achievement, especially that of boys, when teaching trigonometry.
“Bot and Eze (2016) found that the concept mapping method can significantly improve students'achievement, especially that of boys, when teaching trigonometry.”
From Concept mapping in STEM education: a meta-analysis of its impact on students' achievement (2004–2023) (2025) · cites this paper as Bot and Eze (2016)
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Research works printed but not linked: 23
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Wang, X.-M., Wang, J.-L., Xu, S.-Y., & Xu, S.-J. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00554-2 · Cited by 14 · see citing works
- Authors
- Bot, T. D., & Eze, J. E.
- Affiliations
- University of Jos (NG)
- Federal College of Education (Technical) Bichi (NG)
- Corresponding author
- Bot, Thomas D.
- ORCID
- Eze, John E.
- Venue
- European Journal of Science and Mathematics Education
- Publisher
- Bastas Publications
- Published
- 2016-01-15
- Volume
- 4
- Issue
- 1
- Pages
- 56-66
- ISSN
- 2301-251X (ISSN-L)
- OpenAlex
- W2531601769
- Cited by
- 10
- References
- 0
- Citations by year
- 2024: 1 · 2023: 2 · 2022: 4 · 2021: 1 · 2020: 2
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- European Journal of Science and Mathematics Education (publishedVersion, cc-by)
- Greater South Information System
- Topics
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- concept mapping, cooperative learning, trigonometry, mathematics achievement, high school students, gender differences in achievement, traditional teaching methods, mathematics teaching methods
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