Effects of Computer-Based Concept-Mapping Strategy on Academic Performance of Upper Basic Social Studies Students in Ilorin Metropolis

The persistent decline and inconsistency in students’ academic performance in Social Studies at the Upper Basic level in Nigeria have remained a major concern for educators and policymakers. Although Social Studies is designed to promote civic competence, critical thinking, and responsible citizenship, students’ performance in the Basic Education Certificate Examination (BECE) has consistently fallen below expectations. Between 2015 and 2024, the proportion of students attaining Grade A ranged from 6.53% to 20.31%, while substantial proportions remained within the pass and failure categories, indicating persistent deficiencies in conceptual understanding and mastery of the subject. These concerns have been attributed largely to the continued reliance on conventional teacher-centred instructional approaches that provide limited opportunities for active learner engagement.
This study investigated the effect of Computer-Based Concept Mapping (CBCM) on the academic performance of Upper Basic II Social Studies students in Ilorin Metropolis, Kwara State, Nigeria. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group design within a 2 × 2 factorial design. A multistage sampling procedure was used to select a sample of 86 students, comprising 34 students in the experimental group and 52 students in the control group. Data were collected using the Social Studies Performance Test (SSPT), which yielded a Kuder-Richardson 20 (KR-20) reliability coefficient of 0.82. The data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance.
The findings revealed that students exposed to Computer-Based Concept Mapping recorded a higher post-test mean score (M = 67.26, SD = 20.13) than those taught using the conventional instructional approach (M = 46.58, SD = 21.81), indicating a substantial improvement in academic performance among students in the experimental group. The study concluded that Computer-Based Concept Mapping is a more effective instructional strategy for enhancing students’ academic performance in Social Studies than the conventional teaching method. It was therefore recommended that Social Studies teachers integrate Computer-Based Concept Mapping into classroom instruction to promote meaningful learning, improve conceptual understanding, and enhance students’ academic performance.

Computer-Based Concept Mapping, Academic Performance, Social Studies, Instructional Strategy, Upper Basic Education

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