Effects of Concept Mapping Strategy and Cooperative Learning Strategy on Federal Colleges of Education Students Academic Achievement in Cell Biology in Southwest, Nigeria

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dc.contributor.authorAllwell Iye AGADA-ADELEYE
dc.date.accessioned2025-09-22T11:45:00Z
dc.date.available2025-09-22T11:45:00Z
dc.date.issued2025-12
dc.description.abstractThe results of pre-service teachers in Cell Biology over the years as observed by the researcher and literature have not been encouraging. This may be due to unfavourable teaching environments, ineffective teaching strategies, overcrowded classroom, and low- quality practical sessions in the laboratory. This study determined the effects of concept mapping strategy and cooperative learning strategy on academic achievement in Cell Biology in Southwest, Nigeria in order to address the problem low academic in Cell Biology among first-year Biology pre-service teachers. A quasi-experimental design was used. The sample consisted of 355 first-year Biology students from three Federal Colleges of Education in Southwest, Nigeria: Oyo, Osiele Abeokuta, and Iwo in Osun. Data were collected using Biology Achievement Test (BAT) (KR-20=0.75), the Instructional Guides for Cooperative and Concept Mapping Strategy. Data were analysed using Analysis of Covariance (ANCOVA) with seven hypotheses tested at 0.05 significance level. The results revealed: a significant main effect of Concept Mapping Strategy on the academic achievement of students in Cell Biology (F1, 237)=29.485, p<0.05); a significant main effect of cooperative learning on the academic achievement of students in Cell Biology (F1,235)=11.011, p<0.05); a significant main effect of gender on the academic achievement of students in Cell Biology (F1,352)=6.936, p<0.05); a significant interaction effect of gender and Concept Mapping Strategy on the academic achievement of students in Cell Biology F(1,235)=10.744, p<0.05); a significant interaction effect of gender and cooperative learning on the academic achievement of students in Cell Biology (F(1,235)=6.206, p<0.05); The study concluded that concept mapping strategy and cooperative learning strategies were effective strategies that significantly enhance Pre-service teachers’ academic achievement in Cell Biology in Southwest, Nigeria. This indicate that educational institutions ought to incorporate these strategies into their curricula to enhance comprehension of complex topics, while also taking into account gender dynamics in instructional design. These strategies could significantly improve educational practices in enhancing academic outcomes in Cell Biology. The interactive effects of these strategies with gender further emphasize the need for gender responsive instructional planning. It was recommended that educators should adopt concept mapping strategy and cooperative learning as complementary strategies to enhance academic achievement in Cell Biology. Curriculum planners and teacher trainers in Colleges of Education should integrate these methods into their instructional design. Keyword: Concept mapping strategy, Cooperative learning strategy, Academic achievement in Cell Biology Word count: 439
dc.identifier.citationKate Turabia
dc.identifier.otherP.hD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1071
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesP.hD
dc.subjectConcept mapping strategy
dc.subjectCooperative learning strategy
dc.subjectAcademic achievement in Cell Biology
dc.titleEffects of Concept Mapping Strategy and Cooperative Learning Strategy on Federal Colleges of Education Students Academic Achievement in Cell Biology in Southwest, Nigeria
dc.typeThesis

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