INFLUENCE OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON COGNITIVE ATTAINMENT IN EARLY CHILDHOOD LITERACY LESSON DELIVERY IN LAGOS MAINLAND LOCAL GOVERNMENT, LAGOS STATE, NIGERIA

Abstract

The study investigated the influence of concept mapping instructional strategy on primary school pupils' cognitive attainment in literacy lesson delivery. A descriptive survey research design was adopted in the study. The sample consisted of 20 pupils each from ten schools, thus a sample of 200 pupils were used all together. Literacy Test (LT) and a self-developed questionnaire were the two instruments used in data collection. Three research questions were answered and two null hypotheses were tested at 0.05 level of significance. The data collected were analyzed using Analysis of Variance Result showed that the level of effectiveness of concept mapping as an instructional strategy for cognitive attainment in early childhood literacy lesson delivery is high and the level of effectiveness of concept mapping strategy on pupils' achievement in literacy is high. Also, there is a significant level of effectiveness of concept mapping as an instructional strategy on primary school pupils' cognitive attainment in literacy lesson delivery, and there is significant level of effectiveness of concept mapping strategy on pupils' achievement in Literacy. The study recommended that Ministry of Education should also ensure that their teachers are trained regularly on the use of innovative instructional approaches such as concept mapping learning and the curriculum planners should ensure that they incorporate concept mapping learning in ECE
curriculum, as it will help to promote pupils' achievement and their cognitive sustainability. The researchers therefore recommended the use of concept mapping learning for the teaching of ECE for better achievement and high cognitive sustainability