INTEGRATING SELF-REGULATED LEARNING AND MIND MAPS INTO THE SENIOR SECONDARY SCHOOL PHYSICS CURRICULUM TO ENHANCE STUDENTS DELAYED POSTTEST ACHIEVEMENT IN DELTA STATE

The study investigated integrating self-regulated learning and mind maps into the senior secondary school physics curriculum to enhance students delayed posttest achievement in Delta State. The design adopted for this study was quasi-experimental, specifically the pre-test, post-test, delayed post-test, non-randomized 3 X 2 X 3 factorial planned variation design. The population for this study consisted of 39,904 SS II physics students in Delta State. 322 (169 male and153 female) SS II physics students from 6 intact classes from 6 co-educational secondary schools in the three Senatorial Districts of Delta State formed the sample size for the study. The instrument, Physics Achievement Test (PAT), which was face and content validated with a reliability of 0.86, established using Kuder-Richardsons formula 21 (KR-21), was used for data collection. Research questions raised were answered using mean and standard deviation, while hypotheses formulated were tested using Analysis of Covariance (ANCOVA), paired sample, and independent t-test at 0.05 significance level. The study found that; there is a significant difference in the delayed posttest mean achievement scores of students taught physics using self regulated learning, mind maps, and lecture methods, there was no statistically significant difference between the delayed post-test mean achievement (retention) scores of male and female students taught physics using the self-regulated learning and mind map instructional strategies, and there is no statistically significant interaction effect between instructional methods and gender. It was recommended that the mind map instructional strategy should be integrated into the teaching of the physics curriculum concepts at the senior secondary school level of education for enhanced achievement and retention of students in physics.