CONCEPT MAPPING AS A STUDY STRATEGY IN TEACHING AND LEARNING OF MATHEMATICS IN JUNIOR SECONDARY SCHOOLS IN BOTSWANA

Abstract

Numerous efforts have been made towards enhancing mathematics pedagogy in Botswana.
However, despite these efforts, performance in the subject has remained abysmal. This study
explored teachers’ views, ideas, and experiences concerning the use of concept mapping (CM)
as a study approach and examined its influence on the teaching and learning of mathematics in
Junior Secondary Schools in the Kweneng region of Botswana. The study adopted the
constructivist cognitive learning theory and used a quantitative research approach underpinned
by positivism. Both experimental and survey designs were used. Data was collected using
closed-ended questionnaires and analysed using a two-tailed t-test for the experimental design
and descriptive statistics for the survey design. The findings of the experimental design showed
no significant difference (P>0.05) in the mean pre-test score of the control and experimental
groups, while there was a significant difference (P<0.05) in the post-test scores, with the
treatment group showing higher mean score than the control group. CM was able to improve
the performance of the learners in the experimental group. This confirms the applicability of
CM in improving performance in mathematics. Findings from the survey designs raised
concerns about the use of CM in teaching and learning in Botswana. This has numerous
implications for policy and practice and underscores the need to include CM in the various
efforts aimed at improving learners’ performance in mathematics and other subjects.