Journal of Education & Social Policy

Business Studies Teachers’ Level of Utilization of Concept Mapping for Effective Teaching in Secondary Schools in Anambra State
Okolocha Chimezie Comfort PhD, Ifi Chibuzor Christy

Abstract
The study investigated business studies teachers’ level of utilization of concept mapping for effective teaching in secondary schools in Anambra State. Three research questions were answered and three null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study and a population of 291 business studies teachers in all the public secondary schools in Anambra State were used for the study without sampling. The instrument for data collection was a structured questionnaire developed by the researchers. The instrument was structured on a five point rating scale. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha to get a coefficient of 0.85. The arithmetic mean and standard deviation were used to analyze data in relation to the research questions while the z-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that business studies teachers in secondary schools in Anambra State highly utilized concept mapping in planning instruction, delivering classroom instruction and assessment. Based on the findings, the researchers recommended among others that the practice of mentoring should also be encouraged among business studies teachers so that the less experienced teachers would share in the knowledge of the experienced teachers on how to use concept mapping in delivering classroom instruction and assessment as well as other skills they have acquired over the years.

Full Text: PDF