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Mean and Standard Deviation (SD) of Pretest and Posttest Achievement Scores Among Students Taught Biology Using Mind-Mapping Strategy and Lecture Method
Source publication
The study investigated the Impact of mind-mapping instructional strategy on Secondary School Students Achievement and Retention in Biology in Delta State. Two research questions were raised and two hypotheses were formulated to guide the study. The design for the study was pretest, posttest, and delayed test control group quasi-experimental design....
Contexts in source publication
Context 1
... is the difference between the mean achievement scores of students taught Biology using mindmapping instructional strategy and lecture method? Table 1 indicates that students taught using mind-mapping strategy had a higher mean achievement score compared to students taught using lecture method. ...Context 2
... 2 shows a posttest mean score of 58.05, with a standard deviation of 10.23, for students taught Biology using mind-mapping strategy and students taught Biology using the lecture method had a posttest mean score of 49.38, with a standard deviation of 10.16. Table 1 further shows a delayed test score of 55.65, with a standard deviation of 8.82, for students taught Biology using mind-mapping strategy and students taught Biology using the lecture method had a delayed test mean score of 43.06, with a standard deviation of 10.16. Table 1 indicates that students taught Biology using mind-mapping and lecture method retained 95.87% and 87.20% of Biology knowledge respectively. ...Context 3
... 1 further shows a delayed test score of 55.65, with a standard deviation of 8.82, for students taught Biology using mind-mapping strategy and students taught Biology using the lecture method had a delayed test mean score of 43.06, with a standard deviation of 10.16. Table 1 indicates that students taught Biology using mind-mapping and lecture method retained 95.87% and 87.20% of Biology knowledge respectively. The variation in the percentage retention showed that there is a difference in the mean retention scores between students taught Biology using mind-mapping and lecture method, with students in the mind-mapping group retaining higher than lecture group respectively. ...Similar publications
This paper discusses the improvement of students’ learning outcomes and the process of learning implementation by applying the Mind Mapping learning model in order to find out whether there is an effect of the Mind Mapping learning model in the area where I live for students in class IV at UPT SD Negeri 064025 Medan Selayang in the academic year 20...
