Abstract
Determination of the effects of concept mapping technique on students’ performance in Grade 9 Science of one public high school in Bukidnon, Philippines was the main objective of this study. Specifically, it aimed to (1) describe the level of students’ performance in science as exposed to concept mapping technique (CMT) and those exposed to non- concept mapping technique (non-CMT); and (2) find out significant difference between student’s performance in science when exposed to CMT and those exposed to non-CMT. A quasi-experimental research design was utilized involving two sections. Findings of the study revealed that students exposed to concept mapping technique “did not meet expectation” in the pretest and have “fairly satisfactory” result in the post-test while those who were exposed to non-concept mapping technique “did not meet expectation” in both pretest and post-test. Performance of students exposed to CMT were significantly higher than those exposed to non-CMT. Concept Mapping Technique may be utilized in science classes to further enhance the academic performance of students.
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