Cooperative Concept Mapping Strategy in the Teaching of Biology in Secondary Schools for the Enhancement of Students’ Creative Skills in Fako Division of the South West Region of Cameroon

Creativity is one of the 21st century skills that every educational system must enhance. Instructional strategies play an important role in learning outcomes. Thus, the study aimed at investigating the effect of cooperative concept mapping strategy on the acquisition of creativity skills in secondary schools Biology students. The study made used of an explanatory sequential research design with a sample of 123 form four students and a teacher. This was purposively selected from Government High School Bonadikombo Limbe I sub division, Fako Division in Cameroon. The instruments used for data collection was Biology Creative Skills Achievement Test (BCSAT) and an interview. The instruments were validated by experts. The reliability coefficient of the test was 0.894 calculated using Alpha Cronbach. Data was analysed using descriptive and inferential statistics. The results revealed that the students of the experimental group had a mean creativity skills achievement score of 8.46 and those of the control group had a mean creativity skills achievement score of 3.50. It was concluded that cooperative concept mapping strategy can enhance biology students’ acquisition of creative skills in secondary schools. We recommended that secondary school biology teachers should implement cooperative concept mapping strategy in the teaching of biology in secondary schools.