TY  - JOUR
T1  - Effects of Concept Mapping Instructional Strategy on Junior Secondary
School Student’s Retention of Social Studies Education Concepts
AU - Onuoha, J.C. AU - Igba, D.I. AU - Otoja, I.R. AU - Asogwa, U.D. 
JO  - International Business Management
VL  - 10
IS  - 30
SP  - 6784
EP  - 6788
PY  - 2016
DA  - 2001/08/19
SN  - 1993-5250
DO  - ibm.2016.6784.6788
UR  - https://makhillpublications.co/view-article.php?doi=ibm.2016.6784.6788
KW  - Instructional
KW  -design
KW  -educational
KW  -assistants
KW  -strategy
AB  - This study investigated the effects of concept mapping instructional strategy on the retention of JSS
students in social studies education concepts. Four research questions and three hypotheses were formulated
and tested. Social Studies Concept Test (SSCT) was used to collect data. The study is a quasi-experimental
study of a non-equivalent control group design. A multi-stage sampling technique was used to draw a sample
of 664 JSS 2 students from the six schools used for the study in Nsukka educational zone in Enugu State. Six
regular teachers from the schools used formed the research assistants. The data collected were analysed using
a two-way Analysis of Covariance (ANCOVA). The findings showed that concept mapping instructional
strategy enhances the mean retention scores of students in social studies education concepts. It also, bridges
the gap between male and female student’s retention. The researcher among others recommended that teachers
in social studies should make use of concept mapping in the teaching of social studies concepts.
ER  -