Effects of manual and computerbased concept mapping innovative strategies on academic performance of pre-service teachers in Kwara state colleges of education
Effects of manual and computerbased concept mapping innovative strategies on academic performance of pre-service teachers in Kwara state colleges of education

Summary/Abstract: Education is the vital instrument for a nation's efficiency, prosperity, and development to increase its inhabitants' capabilities; hence, the quality of the product and pedagogical competence of the teacher as the specialized agent primarily accountable for the construction of knowledge is highly important. The purpose of this study was to look into the impact of Manual-Based Concept Mapping (MBCM) and Computer-Based Concept Mapping (CBCM) Innovative Strategies on the academic performance of pre-service teachers in Kwara State Colleges of Education. The study used a quasi-experimental pretest-posttest approach. The factorial design of 2 X 2 was used. The research population comprised year one Economics pre-service teachers all from three colleges of education in Kwara State. In the three educational colleges, intact classes were employed. Students in the first two colleges (experimental groups) were educated using manual and computer-based concept mapping innovative methodologies, respectively, while students in the third college (control group) were taught using the traditional approach (lecture method). The three groups were subjected to pre-testing and post-testing. Economics Performance Test (EPT) components from the classes offered were derived from past questions from the West African Senior School Certificate Examination (WASSCE) and utilised for data gathering. To address the research question, data acquired for the study were analysed using mean and standard deviation, while hypotheses were examined using Analysis of Covariance (ANCOVA) at the 0.05 alpha level. The findings showed a significant effect of Computer-Based Concept Mapping (CBCM) Innovative Strategy on the academic performance of pre-service teachers in Economics at Kwara State Colleges of Education, but no significant effect of the treatments on the academic performance of both male and female pre-service teachers in Economics. There was also no significant interaction effect of Manual-Based Concept Mapping, Computer-Based Concept Mapping innovative methodologies, as well as gender on the academic performance of pre-service teachers in Economics at Kwara State Colleges of Education. Predicated on the study's findings, it was suggested that lecturers at Kwara state colleges of education employ the CBCM innovative teaching methodology for their instruction delivery.

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