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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2577

Title: Thinking Maps as Benchmarking Tools for Basic Science and Technology Instruction: Implication for Sustainable National Development
Authors: Adams, Larai
Ozoji, Bernadette Ebele
Issue Date: 2017
Publisher: International Journal of International Benchmark
Series/Report no.: Vol. 8;No. 3; Pp 34-42
Abstract: This study investigated the use of thinking maps in teaching basic science and technology concepts in junior secondary schools in Kanam, Plateau State. Nigeria and its implication for sustainable national development. One hundred and twenty junior- secondary two. School students constituted the sample (with 60 students in the experimental and control groups from one urban school and one rural school). The sample was .the sample was selected from a population of l.2I0 students distributed among 24 public junior secondary school in Kanam local government area, Plateau State. Two research study. The pre-test. Post-test non-equivalent control group designed was employed. A Basic Science and Technology Achievement Test developed by the researcher was used to collect data from the students. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-lest .statistics at 0.05 level of significance Results of the study revealed that there was a significant difference between the basic science achievement post-test mean scores of students exposed to thinking maps to exposed to the maps. Furthermore, a significant was found between basic Science and Technology Achievement post-test mean scores of students in urban and rural schools taught with thinking maps. The implication of the findings was that teachers should use appropriate teaching strategies and tools such as thinking maps to enhance students engagement. Critical thinking and problem-solving skills which are vital A/or improving achievement in Basic Science and technology as well as sustainable national development.
URI: http://hdl.handle.net/123456789/2577
ISSN: 2489-0170
Appears in Collections:Science and Technology Education

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