Dataset on the Comparative Effects of Concept Mapping and Student-Team Achievement Division on Secondary School Students' Achievement in Photosynthesis

The data presented in this paper is related to Concept Mapping (CM) and Student-Team Achievement Division (STAD) collected from Rwandan secondary schools. This dataset is derived from the study investigating the effects of CM and STAD instructional strategies on lower secondary school students' achievement in photosynthesis. The dataset comprises quantitative data collected through a quasi-experimental pre- and post-test non-equivalent control group study, involving 70 students who were taught using CM, 66 who were taught using STAD, and 65 who were taught using the Conventional Teaching methods (CTM) from Nyamagabe and Gicumbi districts of Rwanda. The Photosynthesis Achievement Test (PAT), which served as a pre- and post-test, was used to gather the data before and after interventions in the study groups. The mean, standard deviation, and Analysis of Covariance were used to analyze the data. The dataset provides variable insights for biology teachers, policy makers, and researchers seeking to enhance biology education, especially when addressing the challenges faced by students and teachers when learning and teaching, respectively, perceived difficult and abstract biology concepts through innovative and learner-centered teaching strategies. It also facilitates future research on the efficacy of CM and STAD in science-related subjects and provides a basis for comparative studies in different educational settings.