COLLEGE OF EDUCATION

CENTRAL LUZON STATE UNIVERSITY

QUANTITATIVE CRITIQUE PAPER

PARAGAS, DANIKA JADE S.

MASTER OF SCIENCE IN EDUCATION

SEPTEMBER 29, 2018

This paper is a critique of the article titled Comparative Effects of Concept Mapping and

Cooperative Learning Strategies on Senior Secondary School Students’ Achievement in

Mathematics-Trigonometry in Kano State, Nigeria. This article presents the findings from an

experimental study on the effectiveness of concept mapping and cooperative learning strategies

on senior secondary school students’ achievement in trigonometry in mathematics (Bot et. al,

2016). The findings from the study among other things showed that the students taught using

concept mapping performed better than those taught using cooperative learning strategy and both

of the two strategies were significantly better than the use of conventional teaching methods (Bot

et. al, 2016). This paper is a critique of several different aspects of the research study including

the authors, title, abstract, problem statement, literature review, theoretical framework,

objectives, operational definitions, data collection methods, sample design, data analysis, and

findings of the study.

This paper is a review of the article titled Comparative Effects of Concept Mapping and

Cooperative Learning Strategies on Senior Secondary School Students’ Achievement in

Mathematics-Trigonometry in Kano State, Nigeria. The article describes a research study

performed to find out whether a significant mean difference exists in students’ achievement in

trigonometry when taught with concept mapping and cooperative learning strategies, and find

out the effects of the two strategies on achievement based on gender. (Bot et al, 2016).

Data was collected using researchers developed achievement test in trigonometry tagged

PRE-TAT & POST-TAT with reliability coefficient of 0.75. (Bot et al, 2016). Data analysis was

done using descriptive statistics and Analysis of Covariance (ANCOVA) (Bot et al, 2016).

The findings from the study among other things showed that the students taught using

concept mapping performed better than those taught using cooperative learning strategy and both

of the two strategies were significantly better than the use of conventional teaching methods (Bot

et. al, 2016). The male students taught with concept mapping performed significantly better than

female students (Bot et al, 2016). Also, the findings revealed the existence of gender differences

in achievement of the students taught using cooperative learning strategy as against the use of

conventional methods where it was discovered that female students performed significantly

better than male students (Bot et al, 2016).

The report was well-written, grammatically correct, concise and well-organized. The

Introduction was written in order for the readers to understand what the study is all about. The

research problem was included and discussed clearly, and so were the operational definitions

such as concept map and cooperative learning in mathematics. Previous studies and theories

were also presented accordingly for the study to have a more valid foundation.

Authors

Thomas D. Bot was a Faculty of Education at the Department of Science & Technology

Education at University of Jos, Plateau State Nigeria while John E. Eze was employed at the

Department of Mathematics, Federal College of Education (Technical), Bichi, Kano State,

Nigeria. Both authors’ qualifications and job title indicate a degree of knowledge in this

particular field.

Report Title

The articles title, “Comparative Effects of Concept Mapping and Cooperative Learning

Strategies on Senior Secondary School Students’ Achievement in Mathematics-Trigonometry in

Kano State, Nigeria”, though consists of 21 words, which is longer than the ideal 10-15 words,

was clear, accurate and unambiguous. It clearly states the purpose of the study and the sample

respondents.
 Abstract

The abstract provided a concise overview of the research which includes the information

regarding the purpose of the study, main objectives, method, the main findings, conclusion and

recommendation.

Purpose of the study and Problem Statement

The problem discussed in the article was clearly stated. The general problem statement

of the study was “to examine the extent which the use of concept mapping and cooperative

learning strategies will assist secondary school students of Nigeria to understand or assimilate

and apply the knowledge of trigonometry concepts in mathematics and also test and ascertain

their level of achievement in the subject” (Bot et al, 2016).

Literature Review

Several sources were reviewed by the authors to establish the need for the study as well

as to stress the importance of concept mapping and cooperative learning as mathematics

instruction. Sources such as the article Effects of Cooperative learning strategy on achievement

of male and female students in algebra in Bichi Local Government Area in Kano state were

reviewed (Bot et al, 2014).

The literature reviewed by the authors’ dates from the year 1987 to 2014 (Bot et al,

2016). There are fourteen articles cited by the authors that discuss about concept mapping and
cooperative learning (Bot et al, 2016). All sources are relevant to the topic of concept mapping,

cooperative learning and gender differential in mathematics achievement (Bot et al, 2016). The

citations within the paper are all referenced correctly.

Theoretical Framework

The framework that was the most identifiable in this study was theoretical framework.

The theory that’s related to the researchers’ focus in this study was concept mapping,

cooperative learning and gender differential in mathematics achievement (Bot et al, 2016). The

basis of the study was related to previous research studies and theories.

Objectives/ Research Question / Hypotheses

The objectives of the study, research question and hypotheses have been identified in the

article. More so, they are clearly stated, connected to each other and reflect the information

presented in the literature review.

The following are the objectives of the study: to determine the effects of concept

mapping and cooperative learning strategies on the achievement of SSII students in

trigonometry; find out whether there is a significant mean difference in achievement of SSII

students in trigonometry after being exposed to concept mapping and cooperative learning

strategies; find out whether the achievement of SSII students in trigonometry will vary based on

gender when the two strategies are employed; and find out the interaction effects of the two

strategies on achievement of SSII students in trigonometry (Bot et al, 2016).

formulated and tested at 0.05 level of significance (Bot et al, 2016). These are as follows: (1)

What are the main effects of concept mapping and cooperative learning instructional strategies

on achievement of SSII students in trigonometry (Bot et al, 2016)? (2) What is the difference

between the mean achievement scores of SSII male and female students when taught using

concept mapping and cooperative learning instructional strategies in trigonometry (Bot et al,

2016)?

The hypotheses formulated are as follows: (1) there is no significant mean difference in

the achievement scores of the treatment and control groups; (2) the mean difference in

achievement scores of students in the treatment and control groups will not vary significantly

based on their gender; and (3) there is no significant mean difference in the interaction effects of

the treatments on the achievement of the students based on gender (Bot et al, 2016).

Sample and Sample Size

The study sample was made of 210 SSII male and female students from three randomly

selected secondary schools in Kano metropolis, Kano state in Nigeria (Bot et al, 2016).

Purposive sampling technique was used in selecting (1) the three senior secondary schools and

(2) two streams from each of the selected three senior secondary schools while simple random

sampling technique was employed to assign each stream as either experimental or control group

based on the intact classroom arrangement of the students (Bot et al, 2016).
 Ethical Considerations

Ethical issues were discussed in the article. The authors state that informed consent was

obtained in each case (Bot et al, 2016).

Operational Definitions

All the terms, theories and concepts mentioned in the study were clearly defined.

Methodology: Research Design

The study adopted a pre‐test and post‐test nonequivalent control group

quasi‐experimental research design because the students were taught in their intact classes

without randomization (Bot et al, 2016).

Methodology: Data Collection and Instrument Design

The instrument used for data collection was a Pre‐Trigonometry Achievement Test

(PRETAT) which also served as Post‐Trigonometry Achievement Test (POST‐TAT) (Bot et al,

2016). It was made of 10 essay questions in trigonometry dealing with the concepts of sine and

cosine rules and their applications in practical life (Bot et al, 2016). The instrument was

developed by the researchers and validated by mathematics education and test and measurement

experts (Bot et al, 2016). Thereafter, it was pilot‐tested where the coefficient of internal

consistency was calculated through the use of SPSS (Cronbach Alpha Coefficient) yielding 0.78

(Bot et al, 2016).

The experiment started with initial pretesting of the two experimental groups and the

control group with the PRE‐TAT to establish a statistical baseline in their entry behaviors (Bot et

al, 2016). In administering the treatment properly through trained research assistants, the

experimental group one received teaching using concept mapping and experimental group two

received teaching through cooperative learning strategy (Bot et al, 2016). The units of concepts

in trigonometry in mathematics contained in the treatment package for the two experimental

groups were based on proving sine and cosine rules, calculations of the lengths, sides and angles

of various triangles using sine and cosine rules and the application of sine and cosine rules in

calculating practical problems involving bearing; and angles of elevation and depression (Bot et

al, 2016). The control group on the other hand received the normal lessons in trigonometry with

similar topics as the experimental groups for the length of the study lasting four weeks. After the

period of the experiment, the three groups were all post‐tested using the POST‐TAT (Bot et al,

2016).

Data Analysis/Results

Data collected from the study were analyzed through the use of descriptive and

inferential statistics namely means, standard deviations, ANOVA and ANCOVA based on the

research questions and hypotheses raised in the study (Bot et al, 2016).
 Discussion

Based on the findings from the study, it is thus concluded that the use of concept

mapping and cooperative learning strategies assist students in the secondary school to learn,

understand and achieve better results in trigonometry in mathematics than the use of traditional

teaching methods (Bot et al, 2016). Whereas male students benefitted more from using concept

mapping than their female colleagues, the female students on the other hand benefitted more than

their male colleagues from using cooperative learning strategy in teaching trigonometry (Bot et

al, 2016). Specifically, female students performed significantly better than male students in

trigonometry when cooperative learning strategy is used while the reverse is the case when

concept mapping is employed (Bot et al, 2016). Therefore, the use of cooperative learning

strategy and concept mapping can be said to provide opportunity for students in the secondary

school in Nigeria to acquire the knowledge of trigonometry in mathematics with success (Bot et

al, 2016).

The findings of the study are linked back to the literature review. Hypotheses were

identified and supported. And based on the findings of the study, recommendations for further

research were made.

The article titled Comparative Effects of Concept Mapping and Cooperative Learning

Strategies on Senior Secondary School Students’ Achievement in Mathematics-Trigonometry in

Kano State, Nigeria is a well-written article that depicts the study results in a non-biased manner.

The article includes information on sample and study design that is easy to read. The article

gives statistical evidence in a manner that is concise and well-defined. The implications and

evidence are discussed objectively and clearly.

References

Bot T. D., & Eze J. E. (2016). Comparative Effects of Concept Mapping and Cooperative

Learning Strategies on Senior Secondary School Students’ Achievement in Mathematics-

Trigonometry in Kano State, Nigeria. European Journal of Science and Mathematics

Education. Vol.4, No. 1, 2016, 56-66

Coughlan M., Cronin P., & Ryan F. (2007). Step-by-step guide to critiquing research. Part 1:

quantitative research. British Journal of Nursing. 2007. Vol.6, No.11, 658-663