Greener Journal of Educational Research

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Greener Journal of  Educational Research Vol. 7(6), pp. 087-092October 2017

 ISSN: 2276-7789 

Research Articles

Manuscript Number: 092417140



Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)


*Oluwatosin Victor Ajayi & Terfa Michael Angura   


Department of Curriculum and Teaching, Benue State University, Makurdi, Nigeria


In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed that there is significant difference in the mean retention scores between students taught electrolysis using CCMIS and discussion method in favour of CCMIS; [F(1,97) =6.300, P<0.050]. No significant difference was found in the mean retention scores between male and female students taught electrolysis using CCMIS; [F(1,97) =6.300, P>0.050]. It also found no significant interaction effect between methods and gender on the mean retention scores of students in electrolysis; [F(1,197) =.318, P>0.050]. It was recommended among others that CCMIS should be adopted while teaching electrolysis since it has been proved to be a viable option in enhancing students’ retention capacity regardless of their gender.


Key words: Collaborative Concept Mapping Instructional Strategy (CCMIS), retention, electrolysis.

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Achor, E.E., Imoko, B.I. & Uloko, E.S. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational Research and Review, 4(8), 385-390.


Ajayi, O.V. (2017). Effect of hands-on activity-based method on interest of senior secondary students in organic chemistry. Scholarly Journal of Education, 6(1),1-5


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Kurumeh, M.S., Onah, F.O., & Mohammed, A.S. (2012). Improving students’ retention in junior secondary school statistics using ethno-mathematics teaching approach in Obi and Oju Local Government Area of Benue State, Nigeria. Greener Journal of Educational Research, 2(3), 54-62.

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