EFFECTS OF STUDY SKILL TRAINING AND CONCEPT MAPPING ON STUDENTS’ ANXIETY AND PERFORMANCE IN BIOLOGY

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dc.contributor.authorCHUDE, AVGUSTINA NWAMAKA (MRS)
dc.date.accessioned2014-02-24T14:40:59Z
dc.date.available2014-02-24T14:40:59Z
dc.date.issued1996-12-27
dc.descriptionA Thesis submitted to the Department of Education, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria, in partial fulfillment of the requirements for the award of the Degree of Master of Education (M.Ed) in Psychology DEPARTMENT OF EDUCATION Faculty of Education Ahmadu Bello University Zaria, Nigeriaen_US
dc.description.abstractTest anxiety has been shown to have a negative effect on academic performance of science students. There is therefore a need to create an anxiety free atmosphere for effective learning of science to take place. Previous related studies could not proffer solutions to the problem, possibly due to the use of inappropriate experimental designs. In this present study a more pragmatic approach was adopted The effects of study skill training and concept mapping strategy on students' test anxiety and academic performance in Biology were tested. One hundred and thirty-nine SSHI Biology students of F.G.G.C., Zaria were used for the study. Two instruments were used for data collection: Test anxiety was measured using a version of Zuckerman's (1960) Affective-Adjective Check-List; while Biology achievement was measured using multiple choice items selected from past WAEC questions in Biology. The data collected were analysed using t-test, analysis of variance, and Duncan Multiple Range test at 5% level of significance. The results obtained revealed that both study skill training, and concept mapping strategy reduced test anxiety and improved academic performance, although better academic performance was obtained from concept mapping. However, the combined strategy of study skill training with concept mapping was found to be most effective in reducing test anxiety and improving academic performance; but this was not found to be significantly different from the effect of concept mapping strategy. These two methods can therefore be used interchangeable as effective methods of reducing test anxiety and improving academic performance of Biology students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2446
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectSTUDY,en_US
dc.subjectSKILL,en_US
dc.subjectTRAINING,en_US
dc.subjectCONCEPT,en_US
dc.subjectMAPPING,en_US
dc.subjectSTUDENTS’en_US
dc.subjectANXIETYen_US
dc.subjectPERFORMANCE,en_US
dc.subjectBIOLOGY,en_US
dc.titleEFFECTS OF STUDY SKILL TRAINING AND CONCEPT MAPPING ON STUDENTS’ ANXIETY AND PERFORMANCE IN BIOLOGYen_US
dc.typeThesisen_US
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