Impact of Concept-Mapping Instructional Strategy on Performance in Economics Concept Among Secondary School Students in Katsina State, Nigeria

This study investigated the impact of Concept-Mapping Instructional Strategy on Performance in Economics Concept among Secondary School Students in Katsina State, Nigeria. The study was guided by two research questions and research hypotheses. The study adopted a quasi-experimental research design. The population of the study consists of a total number of 17,057 SSII students offering economics in all the twenty-two senior secondary schools in Katsina Zonal Education Quality Assurance, during the 2024/2025 academic session in Katsina State. Purposive sampling technique was employed in this study to select A total sample size of 216 SSII students Economics Performance Test (EPT) was used as an instrument for data collection which was adopted from senior secondary school examinations past question papers 2019 and 2022 West African Examination Council (WAEC) and 2021, 2022 and 2023 National Examination Council (NECO). For the validity of EPT, the instrument was subjected to face validation through consulting three experts. The reliability of the instrument was established using Pearson Product Moment Correlation (PPMC) at 0.89. Mean and standard deviation were used to present demographic information, while independent sample t-test was used to test the hypotheses at 0.05 level of confidence. Findings from the study revealed that students exposed to concept mapping instructional strategy, performed better in Economics concept than those who were exposed to lecture method. The study concluded that, teaching using concept-mapping instructional strategy is more effective in teaching Economics concepts than using the conventional method of teaching. The study also recommended among other that Economics curriculum planners, policymakers and economics teachers should consider adoption of concept mapping as an instructional strategy in economics education, given its proven effectiveness in improving students’ performance.