Enhancing Social Studies Achievement: A Comparison of Concept Mapping and Discussion Methods in Adamawa State, Nigeria

Abstract

Improving students’ achievement in Social Studies remains a key concern in Nigerian junior secondary schools, largely due to overreliance on lecture-based instruction. This study explored the effectiveness of concept mapping and discussion methods—learner-centered approaches that foster participation, visualization, and critical thinking. Using a quasi-experimental pretest–posttest–retention design, 326 JSS II students from six schools in Adamawa State were assigned to concept mapping, discussion, or lecture groups. The Social Studies Achievement Test (SSAT), validated and reliable (KR-20 = 0.89), was used for data collection. Results showed that both concept mapping and discussion methods significantly improved achievement over the lecture method, with discussion yielding the highest gain (Mdiff = 16.16). ANCOVA confirmed a significant effect of instructional method (F (2,294) = 14.47, p < .05, η² = 0.09). Gender and interaction effects were not significant, indicating equal benefits for male and female students. The study concludes that learner-centered strategies enhance understanding and retention in Social Studies and recommends their adoption in classrooms, along with teacher training to support interactive teaching.