Thesis Abstract

Given the tremendous global development in information communication technology, the use of computers in education is becoming indispensable. Nigeria cannot afford to be left behind in this development. Computer Concept Mapping (CCM) is a way of employing computers in education to aid learning. CCM is a visual representation of knowledge by showing the relationship(s) between concepts and ideas using computer software. It is a student-centred learning approach that employs computer software in knowledge construction which can help foster students’ academic achievement. The purpose of this study, therefore, was to investigate the effect of CCM on students’ academic achievement in Economics. Three research questions and hypotheses guided the study. The study adopted a quasi-experimental research design. The sample consisted of 198 SS2 Economics students in Nsukka Education Zone, Enugu state. Economics Achievement Test (EAT) was used for data collection. A reliability index of 0.81 was obtained using Kuder-Richardson K-R20 which guaranteed the use of the instrument for the study. The data collected were analyzed using mean and standard deviation for answering the research questions while ANCOVA was used to test the null hypotheses at 0.05 level of significance. The results showed that CCM improved students’ academic achievement in Economics. The findings also showed that CCM is gender insensitive on students’ achievement in Economics. It is recommended among others that teachers should incorporate CCM in their teaching to help enhance students’ achievement in Economics and that government, communities, corporate agencies and other well meaning individuals should help provide an enabling learning environment that supports and promotes CCM. The study concluded that if CCM would be used in the teaching and learning of Economics in secondary schools, students’ achievement would be enhanced for national development.

Thesis Overview