Effect of Concept Mapping Strategies on Student English Achievement at Secondary Level

Abstract

This experimental study aimed to examine the effect of concept mapping strategies on students’ English achievement at the secondary level. The research was conducted at Government Muslim High School District Lay-yah which has a total student strength of approximately 7000. A purposive sample of 50 students from 9th class was selected and divided equally into an experimental group and a control group. The experimental group was taught using concept mapping strategies while the control group was instructed through traditional teaching methods over a period of six weeks. A pretest-post test control group design was used to assess the effectiveness of the intervention. Data were collected through standardized English achievement tests focusing on reading and writing skills. Statistical tools including mean, standard deviation and paired sample t-tests were applied using SPSS for data analysis. The findings revealed that students taught through concept mapping strategies showed significantly higher improvement in English achievement compared to those taught by conventional methods. The results also highlighted the positive impact of concept mapping on students' comprehension retention, and structured writing. It is recommended that concept mapping be integrated into secondary English classrooms to enhance language learning outcomes.