The Impact of Concept Mapping in the Pedagogy of Difficult Topics in Integrated Science: A Case Study of Odigbo Local Government Area of Ondo State

Abstract

This study explored the effects of concept maps on teaching and learning challenging topics in Integrated Science at junior secondary schools in the Odigbo Local Government Area of Ondo State. Data were collected and evaluated through questionnaires and pre/post-test methods designed to gather pertinent information about the study. The data collected were analysed using descriptive statistics, including frequencies, pre/post-tests, and simple percentages. The results indicated that concept maps significantly improved the teaching and learning of difficult topics in Integrated Science. Moreover, the concept map teaching method had a more substantial effect on students’ academic achievement in Integrated Science.