The study investigated the effect of creative map on senior secondary biology students’ mental ability. Three research questions were raised and answered. The research design was a quasi-experimental pretest, posttest control group design. Two randomly selected schools involving a total of 71 biology students participated in the study. Biology Achievement Test (BAT) and Attitude towards Biology Questionnaire (ABQ) served data collection process. The sample were grouped into three ability levels (High, Medium and Low) using BAT before and after treatment administration. The experimental group was taught using creative map package while the control group was exposed to lecture method. Data collected was analyzed using frequency count, mean and Analysis of Variance. The result (F(1,61) =38.44; p<0.05, partial η2 = 0.39) revealed a positive influence of creative map on students’ mental ability with an upward movement from low and medium ability to high ability group. The study recommends the usage of creative map which offers to student the avenue to self-manage and actively participate in learning while enjoying equal platform to proceed with learning.
Akingbemisilu A. A. & Babafemi G.T (2018). Implications of flipped instructional strategies and gender on students’ attitude to Biology. Journal of Research in Science Education (JORISE) A publication of the Department of Science Education, Ekiti State University, Ado Ekiti. 2(2), 28-34.
Akinoglu, O., & Yasar, Z. (2007). The effects of note taking in science education through the mind mapping technique on students’ attitudes, academic achievement and concept learning. Journal of Baltic Science Education, 6(3), 34-43.
Al-Jarf, R. (2009), ‘Enhancing Freshman students’ Writing Skills with a Mind Mapping software’. Paper presented at the 5th International Scientific Conference, eLearning and Software for Education, Bucharest, April 2009.
Asih, D. (2014). Teachers' beliefs about creativity in the elementary classroom. (Thesis, Doctor of Education). Pepperdine University.
Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20, 274–294. Retrieved from http://journals.sagepub.com/home/joa.
Brinkmann, A. (2003). Graphical knowledge display mind mapping and concept mapping as efficient tools in mathematics education. Mathematics Education Review, 16, 3548.
Cain, M. E. (2001/2002), ‘Using Mind Maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning’. Study conducted at New church Community Primary School, Warrington.
D’Antoni, A. V., and Pinto Zipp, G. (2005), ‘Applications of the Mind Map Learning Technique in Chiropractic Education’. Journal of Chiropractic Education, 19:53-4.
Dhindsa, H. S., Makarimi, K., & Anderson, O. R. (2011). Constructivist-visual mind map teaching approach and the quality of students' cognitive structures. Journal of Science Education and Technology, 20(2), 186-200.
Erden, A. (2017). Mind maps as a Lifelong learning Tool. Universal Journal of Educational Research. vol.5, no. 12, pp 1-7.
Goodnough, K. & Woods, R. (2002), ‘Student and Teacher Perceptions of Mind Mapping: A Middle School Case Study’. Paper presented at the Annual Meeting of American Educational Research Association, New Orleans, 1st to 5th April 2002.
Khodabakhshzadeh, H., Hosseinnia, M., Moghadam, H. A., & Ahmadi, F. (2018). EFL Teachers' Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach. International Journal of Instruction, 11(1).
Munns, G. (2007). A sense of wonder: Pedagogies to engage students who live in poverty. International Journal of Inclusive Education, 11(3), 301–315.
Olagunju, A. M; Duyilemi, A. N. & Adesina, A. E. (2013). The Relationship between Pre-service Teachers‟ Attitude, Self-concept, Mathematical Mental Ability and Knowledge of Agricultural Economics in Selected Nigerian College of Education. East African Journal of Educational Research and policy (EASJERS). 9:57 – 73.
Onabanjo, C. R. (2007). Cognitive and affective factors as correlates of senior secondary schools female students‟ achievement in Mathematics. An Unpublished Ph.D Thesis, University of Ibadan, Ibadan.
Owoeye, P.O. (2016). Effectiveness of Problem-Solving and Advance Organizer strategies on secondary school students’ learning outcomes in Biology. Unpublished Doctor of Philosophy (Ph D) Thesis. Ekiti State University, Ado-Ekiti.Ekiti State, Nigeria.
Plucker, J., Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83-96.
Sangodoyin, I. A. (2011). Effects of Computer Graphics and Animation Presentation Modes on Senior Secondary School Students Learning Outcomes in Biology in Southwestern Nigeria. A Ph.D Thesis, University of Ibadan, Ibadan.
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.
Tanriseven, I. (2014). A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map. Australian Journal of Teacher Education, 39(1).
This work is licensed under a Creative Commons Attribution 4.0 International License.