EFFECTS OF MIND MAPS ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS IN IBADAN, NIGERIA

Abstract

The study of heredity, or genetics, encompasses various biological ideas and is often seen as a challenging subject to teach and learn. Considering the, this study decided to employ mind maps to facilitate effective teaching of genetics in selected secondary schools in Ibadan, Nigeria.  students were introduced to the practice and principles of using mind maps to help them envision and make connections between various concepts relating to a topic. This is done to facilitate easy recall of facts offered in a topic and meaningful learning. Using a pretest, posttest, and non-randomized control group, this study used a quasi-experimental approach. Two whole classrooms with a total of 126 senior school three pupils comprised the study sample. The Genetic Achievement Test (GAT) and the modified Visual Auditory and Kinesthetic (VAK) Questionnaire were used to gather the data. Descriptive and inferential statistics were used to analyze the data, and ANCOVA was used to test hypotheses at the 0.05 level of significance. The study's conclusions showed that pupils who were taught using mind maps performed better academically than those who were taught using a traditional approach. The research findings also showed that there was no statistically significant variation in the accomplishment levels taught between genders or based on the learning styles of the pupils. Thus, it was suggested that educators employ mind maps to help students understand genetics and other biological concepts that they may find challenging