EFFECT OF GRAPHIC ORGANISERS ON SENIOR SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN HYBRIDISATION IN CHEMISTRY

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EFFECT OF GRAPHIC ORGANIZERS ON SENIOR SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN HYBRIDIZATION IN CHEMISTRY

TABLE OF CONTENTS

Title Page

Title page – – – – – – – – – i

Declaration – – – – – – – – – ii

Certification – – – – – – – – – iii

Dedication – – – – – – – – iv

Acknowledgement – – – – – – – – v

Table of contents – – – – – – – vi

List of tables – – – – – – – – – x

List of appendices – – – – – – – – xi

Abstract – – – – – – – – – xii

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study – – – – – – 1

1.2 Statement of the Problem – – – – – – 6

1.3 Purpose of the Study – – – – – – – 7

1.4 Research Questions – – – – – – – 8

1.5 Research Hypothesis – – – – – – – 8

1.6 Significance of the Study – – – – – – 9

1.7 Delimitation – – – – – – – – 10

1.8 Limitation of the Study – – – – – 10

1.9 Definition of Terms – – – – – – – 10

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework – – – – – 11

2.1.1 Piaget’s Theory of Constructivism – – – – – 11

2.1.2 Ausubel Assimilation Theory (meaningful learning) – – 13

2.2 Conceptual Framework – – – – – – 14

2.2.1 Mind mapping and concept mapping teaching strategy as a

graphic organizer – – – – – – – 14

2.2.2 Mind Mapping Teaching Strategy – – – – – 15

2.2.3 Concept Mapping Teaching Strategy – – – – – 18

2.2.4 Hybridization – – – – – – – – 21

2.2.5 Gender Issue in Learning Science – – – – – 22

2.3 Empirical Study Review – – – – – 23

2.3.1 Mind Mapping Teaching Strategy and Student Academic

achievement in Science – – – – – – 23

2.3.2 Concept mapping teaching strategy and student academic

achievement in Science – – – – – – 25

2.3.3 Gender and Achievement in Science – – – – – 27

2.4 Summary of Literature Review – – – – – 29

CHAPTER THREE: RESEARCH METHOD

3.1 Research Design – – – – – – 31

3.2 Area of the Study – – – – – – – 31

3.3 Population of the Study – – – – – – 32

3.4 Sample and Sampling Technique – – – – – 32

3.5 Instrumentation – – – – – – – 33

3.6 Validation of the Instruments – – – – – – 33

3.7 Reliability of the Instruments – – – – – – 33

3.8 Scoring – – – – – – – – 34

3.9 Research Procedure – – – – – – – 34

3.10 Method of Data Analysis – – – – – – 35

CHAPTER FOUR: RESULTS AND DISCUSSION

4.1 Results – – – – – – – – 36

4.1.1 Hypothesis one – – – – – – – 36

4.1.2 Hypothesis Two – – – – – – – 37

4.1.3 Hypothesis Three – – – – – – – 38

4.2 Discussion of Results – – – – – – – 39

4.3 Summary of Findings – – – – – – – 40

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary – – – – – – – – 41

5.2 Conclusion – – – – – – – – 42

5.3 Implication of the Findings – – – – – – 42

5.4 Recommendation – – – – – – 43

5.5 Suggestions for Further Study – – – – – 44

REFERENCES – – – – – – – 45

APPENDICES – – – – – – – 49

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