Effect of Self-Generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept

This paper is a report of the outcome of a study that was carried out in Manicaland, Mashonaland and Matebeleland provinces in Zimbabwe, to assess the impact of self-generated Concept-mapping instructional strategies on the achievement of senior secondary school students in Biology instruction. The research design was quantitative and was of a quasi-experimental nature that included a pre-test, post-test and nonequivalent control group design. The respondents were one hundred and twenty senior secondary school Form 5 students selected randomly from six schools, instructional material and Evolution Test Items (ETI) were the research instruments used to gather the data. The data obtained were analysed using t-test and chi- square statistical techniques. The results showed that the Seif-generated Concept- Mapping instructional strategy (SGCMIS), significantly improves students' achievements than the Expository Instructional Strategy, EIS (Control group).

A ZJER article assessing the impact of self-generated Concept-mapping instructional strategies amongst Zimbabwean secondary school pupils.