Enhancing University Students’ Ecoliteracy Through Concept Mapping Instructional Strategy

Abstract

Lives on earth solely depend on the environment for food, shelter and production of the next generation. Ecologically literate society ensures the sustainability of a healthy environment for future generations. This study aimed at enhancing the ecoliteracy of university students through concept mapping. To achieve that, four research questions and hypotheses were answered and tested respectively. Quasi-experimental design, involving experimental and control groups, was employed. 210 students were selected from four programmes in the two universities in Sokoto State, Nigeria using convenient and random sampling techniques. The ecological knowledge and Thinking Test was used for data collection. The statistical tool used for data analysis was independent t-test. The study found that both concept mapping and lecture methods enhanced students’ ecological knowledge, but concept maps enhanced students' critical thinking more than lecture methods. Thus, the study recommends the use of concept mapping during ecoliteracy training designed to promote ecological critical thinking.