Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies

Adrian Mwesigye,Emmanuel Bizimana,Dieudonné Mutangana

doi:10.12973/eu-jer.11.1.107

Abstract

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

Highlights

Biological science information is very important for the betterment of life since it teaches us about living organisms and their interaction with their surroundings (Joda, 2019; Oluwatosin & Gabriel, 2018; Tsevreni, 2021)
Data were obtained from 151 students taught with Concept Mapping (CM), 144 students taught with Cooperative Mastery Learning (CML), and 154 students taught with Conventional Teaching Methods (CTM)
According to the findings of the study, students in lower secondary schools benefit more from the use of CM and CML than from the use of CTM in learning, understanding, and retention of photosynthesis-related knowledge with students in the CM group outperforming those in the CML group

Summary

Introduction

Biological science information is very important for the betterment of life since it teaches us about living organisms and their interaction with their surroundings (Joda, 2019; Oluwatosin & Gabriel, 2018; Tsevreni, 2021). On the other hand, add to scientific literacy and aid in understanding the world in which we live and can be extremely beneficial to man and society as they play a significant role in enhancing the country's social-economic development (Joda, 2019; Tsevreni, 2021). Even though biology is important, student performance has been poor in most Sub-Saharan African countries in recent years, and Rwanda is no exception. Students in Rwanda continue to perform poorly in biology when compared to other science subjects (Ministry of Education, 2012; Ntawiha, 2016). This is a depressing situation that, if not addressed promptly, could have far-reaching consequences for the entire country, not just in the education sector and in other areas

Results

Discussion

Conclusion