EFFECT OF CONCEPT MAPPING LEARNING STRATEGY ON SENIORSECONDARY STUDENTS’ CREATIVE ABILITY LEVELS ANDENTREPRENEURIAL SKILLS ACQUISITION IN CONSTRUCTINGSTANDARD-VARIABLE RESISTOR IN KWARA CENTRAL, NIGERIA

Abstract

This study investigated the effectiveness of the concept mapping learning strategy inenhancing senior secondary students’ entrepreneurial skills in constructing a standard-variable resistor. Using a pre-test, post-test quasi-experimental design, a total of 135students were assigned to two groups: one exposed to concept mapping and the othertaught using the conventional teaching method. In addition to examining the overall impactof the instructional strategy, the study explored how students’ creative ability levels, high,moderate, and low, affected their acquisition of entrepreneurial skills. Data were collectedusing two validated instruments: the Physics Students’ Entrepreneurial Skills AcquisitionTest (PSESAT) and the Physics Students’ Creative Ability Test (PSCAT). Data analysiswas conducted using descriptive statistics and Analysis of Covariance (ANCOVA) tocontrol for initial differences in pre-test scores. Results indicated that exposure to theconcept mapping strategy led to improved entrepreneurial skills across all students, andthere was no significant difference in skill acquisition among students with varying levelsof creative ability. These findings suggest that concept mapping can provide an inclusivelearning approach that supports students regardless of their creativity levels. Based onthese results, the study recommended the integration of concept mapping into physicsinstruction to promote equal learning opportunities and enhance students’ practical andentrepreneurial competencies in technical tasks such as constructing standard-variableresistors.