Effects of Computer-Designed and Mind Mapping Strategies on Achievement and Interest in Genetics among Secondary School Students in Katsina State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026580Keywords:
Computer-designed; mind mapping; achievement, interest, GeneticsAbstract
This study investigated the effectiveness of computer-designed process mapping and computer-designed mind mapping on senior secondary school students' achievement in Genetics in Katsina State, Nigeria. A 3 × 2 × 2 quasi-experimental pre-test–post-test factorial design was adopted. The study involved 180 Senior Secondary School II Biology students selected from six public secondary schools through a multistage sampling procedure. Data were collected using the Genetics Achievement Test (GAT) and the Students' Interest Questionnaire (SIQ) and analyzed using Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The results revealed significant main effects of treatment, gender, and students' interest on achievement in Genetics. A significant interaction effect was also found between treatment and students' interest, whereas the interaction effects of treatment and gender, gender and students' interest, and the three-way interaction among treatment, gender, and students' interest were not statistically significant. The findings indicate that computer-designed process mapping and computer-designed mind mapping were more effective than the conventional concept mapping strategy in enhancing students' achievement in Genetics. The study concludes that integrating technology-supported visual mapping strategies into Biology instruction can promote meaningful learning and improve students' achievement in Genetics. The study recommends the adoption of these instructional strategies in secondary school Biology classrooms and the provision of adequate teacher training and digital instructional resources to support their effective implementation
References
Ajaja, O. P. (2019). Teaching methods across disciplines. Pearl Publishers.
Anastasiou, D., Wirngo, C. N., & Bagos, P. (2024). The effectiveness of concept maps on students' achievement in science: A meta-analysis. Educational Psychology Review, 36, Article 39. https://doi.org/10.1007/s10648-024-09877-y DOI: https://doi.org/10.1007/s10648-024-09877-y
Awosika, A. O., & Okoli, J. N. (2023). Nurturing secondary school students' academic interest in biology using mind mapping instructional strategy. International Journal of Research and Innovation in Social Science. (Please verify the volume, issue, page numbers, and DOI from the published article before submission.) DOI: https://doi.org/10.47772/IJRISS.2023.701067
Coffey, H. (2020). Teaching methods. Learn NC, University of North Carolina.
Eya, N. M., et al. (2024). Technology-enhanced Biology instruction and students' achievement in secondary schools. ABUAD Journal of Educational Foundations and Development. (Please verify the complete bibliographic details from the published article before submission.)
Federal Republic of Nigeria. (2014). National policy on education (6th ed.). Nigerian Educational Research and Development Council.
Hussaini, K., Ado, I. F., & Sabitu, A. (2025). Effects of spider concept mapping strategy on performance and attitude in ecology concept among secondary school students in Katsina State, Nigeria. Zamfara International Journal of Science, Technology, Education & Mathematics, 2(2), 49–58. https://doi.org/10.64348/zije.2025119
Hussaini, K., Kayode, J. O., & Sabitu, A. (2025). Effects of spider and flowchart concept mapping instructional strategies on students' attitude, performance, and retention of ecology concepts in secondary schools in Katsina State. FUDMA Journal of Educational Research (FUDJER), 8(2), 333–346. DOI: https://doi.org/10.64348/zije.2025119
Isaak, R. C., Kleinert, S. I., & Wilde, M. (2022). The influence of gender and interest on the use of learning strategies in biology lessons. European Journal of Educational Research, 11(1), 587–597. https://doi.org/10.12973/eu-jer.11.1.587
Nigerian Educational Research and Development Council. (2013). Senior secondary school biology curriculum. NERDC Press.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them (Technical Report IHMC CmapTools 2006-01, Rev. 01-2008). Florida Institute for Human and Machine Cognition.
Rachmat, M., et al. (2022). Students' interest and learning strategies in Biology education. European Journal of Educational Research, 11(1), 587–600. https://doi.org/10.12973/eu-jer.11.1.587 DOI: https://doi.org/10.12973/eu-jer.11.1.587
Ugwoke, A. O., & Ude, V. C. (2022). Effect of concept mapping instructional strategy on senior secondary school students' achievement in Biology in Enugu Education Zone, Enugu State, Nigeria. Asian Journal of Education and Social Studies, 26(1), 24–35. https://doi.org/10.9734/AJESS/2022/v26i130613 DOI: https://doi.org/10.9734/ajess/2022/v26i130613
