TYPE Curriculum, Instruction, and Pedagogy PUBLISHED 12 October 2022 DOI 10.3389/feduc.2022.973844 OPEN ACCESS EDITED BY Mary Frances Rice, University of New Mexico, United States REVIEWED BY Ida Bagus Nyoman Mantra, Universitas Mahasaraswati Denpasar, Indonesia Quan Zhang, Jiaxing University, China *CORRESPONDENCE Rahila P. Gowon noksrp@unijos.edu.ng SPECIALTY SECTION This article was submitted to Teacher Education, a section of the journal Frontiers in Education RECEIVED 20 June 2022 ACCEPTED 03 August 2022 PUBLISHED 12 October 2022 CITATION Gowon RP and Yashim HY (2022) Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements. Front. Educ. 7:973844. doi: 10.3389/feduc.2022.973844 COPYRIGHT © 2022 Gowon and Yashim. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements Rahila P. Gowon 1 * and Haddy Y. Yashim 2 1 Faculty of Education, University of Jos, Jos, Nigeria, 2 Department of English Language, School of Continuing Education: Languages Programmes, Kaduna State College of Education, Gidan Waya, Kaduna State, Nigeria This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement of secondary school students in Kafanchan Education Zone, Kaduna State Nigeria. The study answered three research questions and tested three hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) research design was employed for the study. The population of the study included all the 1,242 Junior Secondary School two (JS II) students in 35 public secondary schools in Kafanchan Education Zone of Kaduna State. Sample of 66 students from two intact classes (experimental group = 36, control group = 30) participated in the study. Students in the experimental group received 8-weeks of training on concept mapping instruction, while those in the control group were exposed to normal conventional teaching. Students’ composition writing achievement test (SCWAT, test-retest reliability = 0.78) was developed by the researcher to obtain baseline information and after-intervention information. Data were analyzed using descriptive statistics [means and standard deviation (SD)] and analysis of covariance (ANCOVA). Results indicated that students have the very low ability in sentence construction, paragraphing, and editing in composition writing achievement at baseline. Also, concept mapping instruction significantly improved students’ ability to construct a cohesive sentence, develop a paragraph, and edit composition writing. The study concluded that concept mapping strategy has significant effects on sentence construction, paragraphing, and editing in composition writing achievement Frontiers in Education 01 frontiersin.org