Effectiveness of Interactive-Participatory and Mind-Mapping Instructional Strategies on Cognitive Skills Acquisition of Primary School Pupils

Abstract

This study examines the effectiveness of interactive-participatory and mind-mapping instructional strategies on the cognitive skills acquisition of primary school pupils. A non-equivalent pretest–posttest control group quasiexperimental design was adopted. The population comprised all early childhood pupils in Ondo State. A random sampling method was used to select one local government and three primary schools, which were then assigned to two experimental groups and a control group. A self-designed and validated research instrument, the Cognitive Skill Achievement Test (CSAT), was used; it yielded a high reliability coefficient (Kuder-Richardson 20 = 0.82). The findings revealed that the interactive-participatory instructional strategy had a significant effect on pupils’ cognitive skills in Basic Science, F(1, 86) = 52.300, p < .05. Moreover, the three-way interaction effect of treatment, sex, and age on pupils’ cognitive performance in Basic Science was not significant, F = 1.871, p > .05. The study, therefore, recommends that both instructional strategies be adopted in primary school teaching and that pre-service teachers in university faculties and colleges of education receive thorough training in the effective use of interactive-participatory and mind-mapping strategies.

Keywords: Instructional strategies, interactive-participatory, mind-mapping, cognitive skills, primary school pupils.

Citation: Ojo O. C. & Oloyede H. O. (2025). Effectiveness of Interactive-Participatory and Mind-Mapping Instructional Strategies on Cognitive Skills Acquisition of Primary School Pupils. Journal of Education, Science and Technology 2025, (1) 1.31-36.

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