Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements

This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement secondary school students Kafanchan Education Zone, Kaduna State Nigeria. The answered three research questions tested hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) design was employed for study. population included all 1,242 Junior Secondary School two (JS II) 35 public schools Zone State. Sample 66 from intact classes (experimental = 36, 30) participated Students experimental received 8-weeks training instruction, while those were exposed to normal conventional teaching. Students’ test (SCWAT, test-retest reliability 0.78) developed by researcher obtain baseline information after-intervention information. Data analyzed using descriptive statistics [means standard deviation (SD)] analysis covariance (ANCOVA). Results indicated that have very low ability at baseline. Also, instruction significantly improved students’ construct a cohesive sentence, develop paragraph, edit writing. concluded strategy has significant skills junior students. strongly recommended use teachers, students, administrators