Abstract
The aim was to determine if performance in chemistry can be improved by use of Retrieval Based Concept Mapping. The objectives were to compare Concept Mapping and Retrieval Practice and also find out which Retrieval Practice activity between Free Recall and Concept Mapping is best in enhancing performance and retention of chemistry concepts. A quasi- experimental design was used with 103 participants. Three test instruments were administered to participants as Chemistry Pretest, Chemistry Achievement Test and Chemistry Retention Test. Results showed that Retrieval Practice and Concept Mapping are both effective strategies in enhancing performance and retention of chemistry concepts but Retrieval Practice is better than Concept Mapping. This study also found that Concept Mapping when used as a Retrieval Practice activity is superior to Free Recall. The study recommends that teachers and learners embrace the use of Retrieval Based Concept Mapping to enhance performance in chemistry.
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