Salvato in:
| Autore principale: | |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2024
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| Accesso online: | https://doi.org/10.5281/zenodo.15073605 |
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Sommario:
- <p><span>The study examines the effect of the Mind Mapping Instructional strategy (MMIS) on Performance in Technical Education among Colleges of Education Students in South-West, Nigeria. Two research questions and two hypotheses guided the study. The study adopted Quasi-experimental design.<span> </span>The sample of the study consisted of 109 NCE II students, selected using purposive and random sampling technique. The instrument for data collection was Technical Education Performance Test (TEPT) validated by three experts. The reliability coefficient of TEPT was 0.80 using the Kuder-Richardson formula 20.<span> </span>The research questions were answered using the mean and standard deviation, analysis of variance was used to test the hypothesis one and t-test to test hypothesis two. The results of the study showed that the mean performance scores of students taught using MMIS was significantly higher than that of students taught using Traditional Instructional Method (TIM). It was also revealed that the male students have higher mean performance scores than female students taught with MMIS. This implies that mind mapping instructional strategy significantly improved students’ performance in technical education programs. It is recommended that technical education teachers should encourage their students to imbibe the use of mind mapping instructional strategy during teaching and learning process among others. </span></p> <p><strong><span>Keywords</span></strong><span>:<span> </span>Effect, mind mapping, gender, performance.</span></p>