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Effect of Concept Mapping on Peace and Conflict Concepts Attainment and Transfer in Junior Secondary Social Studies in Abia State

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Abstract

This study investigated the effect of Concept Mapping Instructional Strategy (CMIS) on peace and conflict concepts attainment and transfer in junior secondary Social Studies in Umuahia Education Zone, Abia State.

The study adopted a pre-test, post-test, non-equivalent quasi-experimental research design. One hundred and seventy-five (175) JSS3 students were purposively sampled for the study.

The sample distribution of the study includes 92 urban students comprised of 49 males and 43 females and 83 rural students comprised of 44 males and 39 females. Eighty-seven (87) students were assigned to experimental group taught using CMIS

Twenty (20) multiple choice items SSAT instrument (which tested the attainment variable) focused on conflict and conflict management and resolution concepts and four (4) essay items SSTT instrument (which tested transferability variable) focused on peace concepts were developed by the researcher and used for data collection.

The test blue print, conventional lesson plans, atypical lesson plans, concept maps, SSAT and SSTT developed by the researcher were validated by three experts- one in Measurement and Evaluation and two in Social Studies.

Introduction

Secondary school education generally aims at preparing and equipping individuals for effective contribution towards societal development. This position is reflected in Nigerian goals of education which are: development of the individual into a sound, patriotic and effective citizen; total integration of the individual into the immediate community.

The Nigerian society and the world; inculcation of national consciousness, values and national unity; and development of appropriate skills, mental, physical and social abilities and competencies to empower the individual to live in and contribute positively to the society (Federal Republic of Nigeria, 2013).

However, for the goals of education in any society to be achieved reforms and innovations in education have to be embraced with greater focus on enhancing the quality and effectiveness of teachers in the application of instructional methods and skills in their teaching.

Taire, Osisioma, Nwankpa and Onyia, (2010) identified that “societal changes as dictated by socio-economic demands have engendered the current global educational reform and the attendant pressure on schools to change the way things are done”.

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