Peter Josephine Dogara, Grace Azumi Chollom (PhD)


This research investigated the effects of thinking maps strategy on JSS II students’ achievement in Basic Science and Technology in Jaba Kaduna State, Nigeria. The study adopted a quasi-experimental research design the Population comprise all J S II students in Jaba local government of Kaduna State with a sample of 178 students from two intact classes. 88 students formed the controlled group, while 90 students were exposed to the treatment.. a Two research questions and one hypothesis guided the study. The study was anchored on the Social constructivist theory by Lev Vygotsky. Two instruments were used for data collection namely; Student Achievement Test (BSAT) and Observation of Structural Strategies Scale (OSSS). The validity of the instruments was determined through the scrutiny of two experts science educators and one expert from measurement and Evaluation Unit, all from Faculty of Education, University of Jos. The reliability of the BSAT was determined to be 0.85, and 0.82 for OSSS, using Pearson Product Moment Correlation coefficient. Research questions were answered using mean and standard deviation while the hypothesis was tested using t-test statistics at 0.05 level of significance. The pre-test result revealed that most students score below average in Basic Science and Technology and that the groups were statistically equivalent on the basis of achievement. Post-test result shows great improvement in students’ achievement score in Basic Science and Technology in the experimental group. Based on these findings, it was recommended that teachers should use the thinking map approach in teaching Basic Science and Technology to students in Nigerian junior secondary schools.


Effects, Thinking Maps, Basic Science, Academic Achievements

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