Abstract
Concept mapping is one of the teaching strategies that could facilitate meaningful connections and foster deeper understanding. The participants of this study were the 60 grade 10 students of Cabalantian National High School, Manticao, Misamis Oriental. This study sought to find out the significant difference between the pretest and posttest scores in mathematics when exposed using the concept mapping teaching strategy and the lecture method. The study used a true experimental research design, the randomized pretest-posttest control group design. This study utilized the percentage, independent t-test, and paired t-test to analyze the results. A paired t-test revealed a significant difference between the pretest and posttest scores of the students when exposed using the concept mapping teaching strategy compared to the lecture method, as shown in the mean difference of 12.467 with a t-value of 15.194 and a p-value of 6.9858 x 10^-22 when exposed to concept mapping teaching strategy and a mean difference of 7.7 with a t-value of 9.9454 and a p-value of 3.8005 x 10^-14 when exposed to lecture method, which is less than the p-value of 0.05 level of significance, and that leads to the rejection of the null hypothesis. This study concluded that concept mapping teaching strategy can better improve the student’s performance in mathematics.
Accepted Version
Published Version
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