Article Details

The study investigated the effect of mind mapping teaching strategy on senior secondary students’ achievement in genetics in Nasarawa State, Nigeria. Two research questions and two hypotheses guided the study. A quasi-experimental research design involving non randomized control, pre-test and post-test was used. The population of the study was 27,545 students. Multi-stage sampling was used to select two schools which were randomly assigned to experimental and control groups. The study used 100 biology students consisting of 48 males and 52 females. Genetics achievement test (GAT) was used for data collection. The reliability of GAT was determined using Kuder- Richardson formula (K-R21) and the coefficient of 0.96 was established. The data obtained was analyzed to answer the research questions using mean and standard deviation; while ANCOVA was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that biology students in the experimental group achieved better than those in the control group. It was recommended that genetics should be taught using mind mapping teaching strategy and biology teachers’ trainees of in-service and pre-service should be advised to use mind mapping teaching method to teach genetics.