Abstract

 This study explored the effects ofmind-mapping learning strategy on interest in Physics for work-life and productivity among SS2 students in Abia State. Two research questions and two null hypotheses guided the study. The study adopted a pre-test, post-test, control group using 2x2 factorial matrix. The specific design for this study was a non-equivalent pretest-posttest control group design. The sample for this study comprised 36 identified SS2 students with low achievement in Physics (20 males and 16females) which was drawn from two intact classes in two co-educational secondaty schools in Abia State through multistage sampling techniquefrom a totalpopulation of806 (456 males and 350females) ' identified senior secondary school two (SS2) students with low achievement records in Physics in co-educational government owned public schools in 2022/2023 academic session(States Secondary Education Management Board, 2023). There were one treatment group namely: Mind-Mapping Learning Strategy and a control group; Gender was the moderator variable for this study. The two schools were assigned to the treatment and control conditions. One instrument titled “Physics Interest Questionnaire (P1Q) ” was developed by the researcherfor the study. The instrument was validated by three experts, one specialists in Physics Education, one expert in Educational Psychology and one expert in Measurement and Evaluation. The stability of the PIQ was conducted using Pearson Product Moment Correlation Coefficientformula and a reliability estimate of0.87 was obtained. Data obtained through the administration of the PIQ by the regular Physics teachers who served as the research assistants, were organized and analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The study revealed the following findings: The use of mindmapping learning strategy significantly improved the Physics interest of low achieving Physics students in secondary schoolsfor work-life andproductivity in Abia State. Gender had no significant influence on the Physics interest mean scores oflow achieving students who were exposed to mind-mapping learning strategy. It was thus recommended that secondary school students having low interest in Physics should be exposed to mind-mapping learning strategy without gender discrimination during instruction, so that they would apply the strategies in learningprocessfor work-life andproductivity.