# Download Best Test Analysis of Post-Test Sample 2022

*Test Analysis of Post-Test is the process of reviewing and evaluating a test after it has been administered. This can help identify areas that need improvement and allow for modifications to be made to future versions of the test. The following five steps are involved in conducting a Test Analysis of Post-Test*

Table of Contents

**NULL HYPOTHESIS 1:**

There is no significant difference between the academic performances of mathematics students taught polygons using concept maps and those taught using the lecture method.

**TABLE 1: T-TEST ANALYSIS OF POST-TEST**

Scores of mathematics students taught polygon using concept maps and those taught using the lecture method.

Variables |
X |
S.D |
N |
d.f |
t.w |
Tcrit |
decision |

Students taught using concept maps | 59.3 | 19.1 | 50 | 98 | 2.1 | 1.98 | Reject |

Students taught using lecture method | 51.7 | 17.3 | 50 |

The result in table 1 shows that the calculated t- value (2.1) is greater than the critical t-value (1.99) out 0.05 level of significant consequently, the null hypothesis are (HO_{1}) is rejected. This implies that there is a significant difference between the academic performance of mathematics students taught polygons using concept maps and those taught using lecture method.

**NULL HYPOTHESIS 2:**

There is no significant difference between the academic performance of male students taught the concept of polygons using concept maps and those taught using lecture method.

Table 2: t-test analysis of male mathematics students taught polygons using concept maps and those taught using the lecture method

Variables |
X |
S.D |
N |
d.f |
t.w |
Tcrit |
decision |

Male students taught using concept maps | 62.3 | 19.5 | 25 | ||||

49 | 2.55 | 2.0 | Reject | ||||

Male students taught using lecture method | 49.3 | 16.6 | 26 |

The result in Table 2 shows that the calculated t-value (2.55) is greater than the critical t-value (2.0) at 0.05 level of significance consequently, the null hypothesis (HO_{2}) is rejected. This implies that there is a significant differences between the academic performance of male students taught the concept of polygons using concept maps and those taught using lecture method.

**NULL HYPOTHESIS 3:**

There is no significant difference between the academic performance of female students taught the concept of polygons using concept maps and those taught using the lecture method.

Table 3: t-test analysis of female mathematics students taught polygons using concept maps and those taught using lecture method.

Variables |
X |
S.D |
N |
d.f |
t.w |
Tcrit |
decision |

female students taught using concept maps | 56.3 | 18 | 25 | ||||

47 | 0.39 | 2.0 | Reject | ||||

Male students taught using lecture method | 54.3 | 17.7 | 24 |

The result in table 3 shows that the calculated t-value 0.39 is less than the critical t-value (2.0) at 0.05 level of significant consequently, the null hypothesis (HO_{3}) is accepted. This implies that there is no significant differences between the academic performance of female students taught the concept of polygons using concept maps and those taught using lecture method.

**DISCUSSION OF THE RESULTS**

For hypothesis 1, findings in table 1 showed that students taught the concept of polygons using concept maps performed better than those taught without concept maps. The better performance of students taught with concept maps could be attributed the fact that concept mapping provides opportunity for active involvement of students in their learning process and enhances their thinking ability. This findings agreed with a study conducted by Imoko and Agnagah (2006) who documented that the group of students exposed to concept mapping teaching strategy performed significantly better than those taught mathematics using the lecture method.

For hypothesis 2, findings in table 2 revealed that the academic performance of male mathematics students taught polygons using concept maps differed significantly from those taught using the lecture method. This results showed that male students taught with concept maps performed better than those taught without concept maps.

For hypothesis 3, findings in table 3 revealed that the academic performance of female mathematics students taught polygons using concept did not differ from those taught using the lecture method. This result showed that female students performed similarly on the concept of polygons given the different conditions of learning.

The result of this findings supports prevails works carried out by Johnad Olatoye (2004) who found out that gender has no significant effect a academic performance of students in Biology when students are exposed to condemn learning environment.

**CONCLUSION**

The result of this study showed that the use of concept map as a teaching strategy has a positive impact on the academic performance of mathematics students since mathematics students taught the concept of polygon using concept maps performed better than students that were not exposed to concept maps. It is important to employ concept maps, such as that used for teaching polygons in mathematics in learning and teaching polygon especially at the junior secondary school level. The use of concept maps for the teaching and learning of polygon is more effective in helping student gain understanding of concrete observable phenomena and situations not familiar to the students for which they can develop necessary prerequisite knowledge and skills to succeed. Mathematics teachers should judiciously choose appropriate learning and teaching instructional materials for specific lesson delivery.

When this is done the perception of most mathematics concepts being abstract to students will be nullified.

**RECOMMENDATIONS**

Based on the findings, the following recommendations were made;

- Mathematics teachers in the secondary schools should always use concept maps in teaching concepts like polygon so that students can get a better understanding of the concepts.
- Seminars, workshop, conferences and in-service training should be organized for teachers in mathematics on how to use concept mapping strategy effectively.
- Curricular planners and innovation at the secondary school level should plan better educational programmes for the country by indicating areas where the use of concept mapping would fit it.

Your content really helped my research work.

Thank man, keep it up