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Abstract
This study was designed to determine the effect of mind
mapping on students? achievement in abstract contents of electrical and
electronic trades in technical colleges. The study adopted the
quasi-experimental research design, precisely, pretest, posttest
non-equivalent control group design which involved groups of students in
their intact classes. A sample of 193 electrical and electronic trade
year II students drawn by multistage sampling technique from a
population of 354 from eight technical colleges in Ogun state was used
for the study. Four research questions and four null hypotheses tested
at 0.05 level of significance guided the study. Electrical Electronics
Achievement Test (EEAT) is the instrument used for data collection. The
EEAT and lesson plans for both control and experimental were all
subjected to face and content validation by three experts. The
reliability coefficient of the instrument was computed using KR-20 and
found to be 0.81. Mean was used to answer the research questions, while
Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The
study revealed that mind mapping instructional strategy was superior to
the conventional method in enhancing student achievement in abstract
contents. It also discovered that gender grouping did not contribute
significantly to variance in students achievement score, thus the
effectiveness of mind mapping does not depend on gender. After pointing
out some educational implications of the findings, it was thereafter
recommended that mind mapping should be adopted in teaching abstract
contents of electrical and electronic trades.
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