Effect of Mind-Mapping as a Self-Regulated Learning Strategy on Students’ Achievement in Basic Science and Technology

Abstract

The study investigates the effect of mind-mapping strategy as a self-regulated learning strategy on students’ on achievement in Basic Science and Technology(BST). The design adopted in the research was a quasi-experimental pre-test and post-test method. The population of the study included all junior secondary school science students in Akoko south-west Local Government Area of Ondo State. One hundred and twenty( 120) Basic science students were selected using simple random sampling technique, and were divided into two groups of sixty (60) students out of which thirty(30) male thirty (30) female students were selected per group using stratified random sampling technique. The research hypothesis raised was analyzed using ANCOVA and multiple classification analysis statistics. In conclusion, the study showed that mind-mapping strategy as a SRL ,helped to improve students performance in BST and should be employed in the classroom as a better approach to teach Basic Science and Technology (BST) as its potency is very clear in this study at improving learners’ critical thinking and creative skills. Students should likewise be encouraged to transfer the knowledge and the approach gained to study other Science subject..

DOI: 10.5901/mjss.2013.v4n6p163