EFFECT OF CONCEPT MAPPING ON STUDENTS’ ACHIEVEMENT AND INTEREST IN ELEMENTARY PROBABILITY IN CAMEROON

*¹Nekang, F. N and U.N.V. Agwagah

*Department of Curriculum Studies and Teaching, University of Buea, Cameroon

Department of Science Education, University of Nigeria, Nsukka, Nigeria

ABSTRACT

This study investigated the effect of concept mapping on two groups of form five (final year secondary school) students’ achievement and interest in elementary probability. It also sought to find out the effects of concept mapping on the achievement of male and female students in probability. A 17-item-essay type Achievement Test in Elementary Probability (ATEP) and a 13-item Probability and Statistics Interest Inventory (PSII) were administered on 154 subjects before and after teaching. The internal consistency of ATEP (α = 0.70) and the reliability coefficient of PSII (α = 0.64) were computed using the Cronbach Alpha (α) formula. The subjects were randomly drawn from two schools in Bui Division, in the North-West Region of Cameroon. The study lasted for two weeks. Data were analyzed using means and standard deviations to answer the three research questions and a two-way (2×2) analysis of covariance (ANCOVA), to test the two hypotheses stated at p ≤ .05 level of significance. Results showed that concept mapping enhances students’ achievement and interest in probability and statistics in Bui Division in Cameroon.  It was recommended among others that concept mapping techniques should be used by all mathematics teachers at all levels of instruction from primary to tertiary. Also, that students should apply the knowledge of concept mapping in other subjects, topics of mathematics, in summarizing their notes or other works and during examinations especially when answering essay-type questions and in self-evaluation.Keywords: Concept mapping, Achievement, Interest, Elementary Probability, Gender, Mathematics