Abstract
The purpose of this study is to investigate the use of concept map to enhance academic performance of students in Glycolysis and Krebs cycle. Sixty-three (63) second year students from Odorgonno Senior High School (OSSA) in the Greater Accra Region of Ghana were used for the study. A quasi-experimental design which combines both qualitative and quantitative with inclusion of participatory design was used to gather information from students’ concept maps (interventional tool used) on Glycolysis and Krebs cycle. Closeness index technique designed by Goldsmith, Johnson and Acton (1991) was used to assess students’ concept maps. The outcome of the study disclosed high performance of students’ skills in concept map construction and a significant increase in students’ understanding of Glycolysis and Krebs cycle; concepts in tissue respiration. The study portrayed a significant difference between the pre-test and post-test scores and this suggests that concept mapping is an effective tool that can enhance SHS students’ academic performance in Glycolysis and Krebs cycle.
Highlights
Glycolysis and Krebs cycle are two major concepts in cellular respiration
This study assesses the effectiveness of concept mapping which according to Ameyaw (2012), has become popular and effective as a twenty-first century teaching strategy to help students of Senior High School (SHS) to enhance their understanding of glycolysis and Krebs cycle
The study adopted the closeness index scoring scheme designed by Goldsmith, et al, (1991) and used it for scoring the nine concept maps designed by each sub-group in the experimental group
Summary
Glycolysis and Krebs cycle are two major concepts in cellular respiration. Students normally face difficulties in grasping the two concepts and the chemical processes involved (Songer & Mintzes, 1994). Some SHS students are not clear about the principles and phenomenon governing the two concepts, and unable to distinguish between cellular respiration and photosynthesis, and again, even identify the site where cellular respiration takes place (Seymore & Longden, 1991; Marmaroti & Galanopoulou, 2006). These are the fundamentals or the pre-requisite knowledge needed to understand the two concepts; glycolysis and Krebs cycle. According to Ausubel (1978), learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks (cognitive structures) held by the learner. Ausubel projected meaningful learning to the disadvantage of rote learning by indicating that meaningful learning requires three conditions: 1. The material to be learned must be conceptually clear and presented in a
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