Concept Mapping Instructional Strategy Research Articles

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Performance in Home Economics

his study investigates the effects of the concept mapping instructional strategy on Senior Secondary School students’ performance in Home Economics in Akure South Local Government Area of Ondo State, Nigeria. The study adopted the pre-test post-test quasi-experimental design approach. The participants are made up of 199 students selected from the total population of all SS2 Home Economics students in Akure South Local Government Area during the 2022/2023 session. The participants were given pre-tests, post-tests, and retention tests after two weeks. Five major research questions and null hypotheses were raised, answered, and tested. Independent t-test analyses revealed the following: Students taught using the concept mapping strategy performed better than those taught with the conventional method and equally performed better in the two-week retention test. Female students performed better than male students. There is no significant difference in the performance of students in private schools with those in public schools. All the groups showed improved performance for the two week retention test after been taught using concept mapping strategy. The study showed that the concept mapping strategy is an appropriate method for teaching Home Economics for both male and female students. Among others, the study recommends that seminars should be organized for teachers to emphasize and encourage the use of the concept mapping strategy in teaching science and practical oriented subjects in senior secondary schools.

Enhancing University Students’ Ecoliteracy Through Concept Mapping Instructional Strategy

Lives on earth solely depend on the environment for food, shelter and production of the next generation. Ecologically literate society ensures the sustainability of a healthy environment for future generations. This study aimed at enhancing the ecoliteracy of university students through concept mapping. To achieve that, four research questions and hypotheses were answered and tested respectively. Quasi-experimental design, involving experimental and control groups, was employed. 210 students were selected from four programmes in the two universities in Sokoto State, Nigeria using convenient and random sampling techniques. The ecological knowledge and Thinking Test was used for data collection. The statistical tool used for data analysis was independent t-test. The study found that both concept mapping and lecture methods enhanced students’ ecological knowledge, but concept maps enhanced students' critical thinking more than lecture methods. Thus, the study recommends the use of concept mapping during ecoliteracy training designed to promote ecological critical thinking.

Impact of Concept Mapping Instructional Approach on Learners’ Academic Attainment in Chemistry, Senior Secondary Schools, Katsina Metropolis, Nigeria

The impact of concept mapping instructional strategy on the academic attainment of Chemistry students in Katsina Metropolis was explored in this study. The difference in average achievement data of those exposed to the periodic table unit of instruction utilizing concept mapping and those exposed to lecture technique before and after treatment were analyzed, as well as the disparity in mean score among students based on gender. The study's population consisted of 11,094 Senior Secondary 2 students from 11 public schools in Katsina. Sample for the study comprised 128 Chemistry learners. For proper guidance, three questions and three hypotheses were investigated. The samples for the study were randomly allocated to two classes for treatment and non-treatment. The researcher altered the Chemistry Performance Test (CPT) statistical collection. Descriptive statistics was used in answering the research question while a t-test was used for testing the hypotheses at 0.5. There was no difference in mean attainment among learners during the pre-test but a significant difference was recorded among them after the post-test. The mean score of those exposed to the periodic table idea utilizing concept mapping was higher than those exposed to the same unit of learning using the traditional approach. It also showed no disparity in average mean attainment between the sexes who were exposed to the periodic table concept employing therapy. The study advocated for the incorporation of the instructional approach in the school system for effective teaching of Chemistry at the secondary level.

Concept Mapping Influence on Student Interest in Basic Technology in Junior Secondary School in Yenagoa Local Government Area

This study examined Concept Mapping Influence on Student Interest in Basic Technology in Junior Secondary School in Yenagoa Local Government Area. Quasi-experimental design was used. Two research questions and two hypotheses tested at 0.05 level of significance were used to guide the study. The study population comprised 4502 JSS1I junior secondary school Basic technology students in public schools in Yenagoa Local Government Area of Bayelsa. Sample of 400 JSS11 Basic Technology students was selected by simple random sampling technique for the study. Research instruments for data collection was “Basic Technology Interest Inventory Scale”. The instrument was validated by an expert and three subject teachers. The Reliability of the instrument was established using Pearson Product Moment Correlation Coefficient of 0.73. The collected data were analysed, Mean and Standard Deviation were used to answer the Research questions while z-test was used to test the Hypotheses at 0.05 level of significance. Findings of the study revealed that Students that were exposed to concept mapping instructional strategy had a higher interest in Basic Technology than their counterparts taught using lecture method. Based on the findings it was recommended that Basic Technology teachers should be encouraged to use concept mapping strategy for effective teaching and learning to arouse students’ interest.

Effects of School Location on Students’ Achievement in Photosynthesis Based on Concept Mapping Instructional Strategy

Despite years of research, students’ difficulties in understanding and retention of photosynthesis concept have persisted among secondary school students, especially in rural areas. Consequently, this study examined the effect of school location on lower secondary school students’ academic achievement in photosynthesis based on the concept mapping (CM) instructional strategy. The design of the study was a non-randomized pre-test, post-test control group quasi-experimental. The population of the study was 6,708 students from which a sample of 192 students was purposively sampled from four schools. Photosynthesis achievement test with the reliability value of 0.82 determined using the Kuder-Richardson 21-Formula was used for data collection. Data were mainly analyzed using mean and standard deviations to answer the research questions while analysis of covariance was used to test the hypotheses at 0.05 level of significance. Among others, the result showed no significant difference between rural and urban students’ achievement taught photosynthesis using the CM (F(1, 91)=2.340, p=.130>.05). Based on the findings, it was recommended among other things that the CM should be adopted by biology teachers in secondary schools as an instructional strategy and that faculties and colleges of education in various schools of higher learning should ensure that CM is included as a viable alternative strategy of teaching biology.

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Achievement in Biology in Enugu Education Zone, Enugu State, Nigeria

The study investigated the effect of concept mapping instructional strategy on secondary school students’ achievement in biology. Two research questions and three null hypotheses guided the study, and quasi-experimental research design was adopted. The sample for the study comprised two hundred and forty-one (241) students drawn from the population of study in three schools in Enugu Education Zone using multistage sampling technique. The instrument for data collection was Biology Achievement Test (BAT). Data collected from the research questions were analyzed using mean and standard deviation, and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that students taught biology using concept mapping performed better than their counterparts taught using lecture method. Female students had higher achievement scores than their male counterparts in biology when taught using concept mapping. There was no significant interaction effect of instructional methods and gender on students’ mean achievement score in biology. In line with the findings of the study, the educational implications of the findings were highlighted; and recommendations were equally proffered among others that science teachers should adopt concept mapping in teaching.

EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ACCOMPANIED BY DISCUSSION WEB ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THE CONCEPT OF GENETICS

Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis.
 Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group class was made up of 23 males and 20 females. The control group class was also made up of 24 males and 13 females. Pretest was administered to all the participants. The experimental group was taught using Concept Mapping Instructional Strategy Accompanied by Discussion Web. The control group was taught using Conventional Teaching Method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.70 and 0.73 for the pretest and posttest respectively. The data obtained were analysed using t-test.
 Results: The pretest test scores revealed that the students were homogeneous in terms of academic achievement (t-value = 1.05, p-value=0.30, p>0.05). Posttest results of students in the experimental group were significantly higher than the control group (t-value = 8.07, p-value = 0.000, p < 0.05). The result of the posttest showed that the use of concept mapping instructional strategy accompanied by discussion web in teaching genetics was more effective than conventional teaching method. There was no statistically significant difference in the academic achievement of male and female students in the experimental group (t-value = 1.68, p-value = 0.11, p > 0.05).
 Unique contribution to theory, practice and policy: This study recommended that Biology teachers in Navrongo Senior High School should be encouraged to teach Genetics using Concept Mapping Instructional Strategy Accompanied by Discussion Web in order to improve the academic achievement of students. Science teachers should be given the opportunity to attend workshops, seminars, conferences to enable them update their knowledge on current instructional strategies that are capable of improving the academic achievement of students. The Government, Ghana Education Service and Ministry of Education should establish professional development fund for teachers to enable them upgrade professionally and also improve on their teaching styles since most teacher are not abreast with the current or modern methods of teaching.

Effect of Concept Mapping Instructional Strategy on Students' Conceptual Change in Physics

This study focused on the Effect of Concept Mapping Teaching Strategy on students’ conceptual change in physics. Two research questions guided the study. Two null hypotheses were formulated and tested at the probability of 0.05 level of significance. The study adopted a quasi-experimental non-equivalent control group design. The study was carried out in Agbani Education zone of Enugu State. One hundred and nineteen students consisting of 63 boys and 56 girls from three co-educational schools were selected through purposive sampling for the study. Two intact streams of SSS 2 students in each of the secondary schools were used. The experimental group was taught concepts/principles involving refraction of the light wave using concept mapping while the control group was taught the same topics in optics using the conventional method. Thirty items on Test on Physics Concept (TPC) were developed by the researchers. The items were validated by three experts, one in measurement and evaluation and two in the Department of Science Education with a physics background, all from the Department of Science Education University of Nigeria Nsukka. Content validation was also carried out based on the table of specification. The reliability of the items was tested using the Kendall coefficient of concordance (W) with a coefficient of 0.81. Data on students' conceptual change in physics were collected using TPC. Pre-test scores were collected before the treatment while the post-test was administered after the treatment. Research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results of data analyzed revealed that there exists a difference between the mean scores of physics students in Test of physics concepts when taught using concept mapping and lecture methods in favour of the group taught light waves using concept mapping strategy. That there exists no significant difference between the mean scores of male and female physics students in a test of physics concepts when taught using concept mapping and lecture methods. The recommendations among others are that concept mapping and lecture methods should be used interchangeably in the teaching of physics to breach the gap in performance between male and female students and concept mapping instructional strategy should be used to promote conceptual change in physics.

Effect of Collaborative Concept Mapping Instructional Strategy on Secondary Students’ Achievement in Difficult Biology Concepts

This study investigated the Effects of Collaborative Concept Mapping Instructional Strategy (CCMIS) on the Achievement of Senior Secondary Two (SS2) Students in Perceived Difficult Biology Concepts. The aim of the study was to identify the biology concepts students perceived as difficult and to determine the effects of CCMIS on the mean achievement scores of students in the perceived difficult biology concepts. The study was guided by four research questions and three hypotheses. The study adopted a non-randomized Pretest- Posttest Quasi-experimental design. The sample was 276 SS2 biology students selected from six schools from the three education zones in Taraba State using a multi-stage sampling technique. Intact classes were assigned to the experimental and control groups. Data were generated using Perceived Difficult Biology Concepts Inventory (PDBCI) with a Cronbach’s alpha coefficient of 0.76 and Biology Achievement Test (BAT) with KR20 of 0.87. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha level of significance. The findings revealed that students exposed to CCMIS attained significantly higher mean achievement scores in BAT than those exposed to Conventional Teaching Strategy (F=60.73, p=0.00). In addition, male and female students taught using CCMIS did not differ significantly in achievement (F=0.35, p=0.56). Based on these findings, the study recommended among others that biology teachers should use CCMIS to teach students in perceived difficult biology concepts.

Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

Effects of Concept Mapping Instructional Strategy on Students’ Academic Performance and Interest in Technical Drawing in Technical Colleges in Edo State, Nigeria

Effects of Concept Mapping Instructional Strategy on Students’ Academic Performance and Interest in Technical Drawing in Technical Colleges in Edo State, Nigeria

Influence of Computer Assisted Concept Mapping Instructional Strategy on Students Performance in Chemistry

This study determined the effects of Computer Assisted Concept Mapping (CACM) instructional strategies on student’s performance in chemistry. It also sought the effects of CACM, on gender academic performance of students. The performance of students taught with CACM were compared with those students taught with lecture method (LM). To carry out the study, two research questions were asked and two hypotheses, were formulated and tested. A quasi experimental design involving three intact classes was used. The sample of the study consisted of 285 senior secondary one (SSI) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from secondary schools in Zaria metropolis. One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.79 using Pearson Product Moment Correlation (PPMC). Before treatment commenced, the CAT typed in white colored paper was administered as pre-test to the students in the sampled schools. The treatment lasted for one month of five lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in green colored paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. T-test analysis using statistical package for social sciences version 22 was used to analyze the result which shows that students taught using CACM performed better than students taught using LM. Also the results shows that CACM is gender friendly as both male and female students perform on a similar pace. It is therefore recommended that the federal government via the federal ministry of education should provide adequate ICT facilities for schools for better science achievement in the classroom. Science teachers association of Nigeria (STAN) should organize CACM seminars and workshops for science teachers and also Colleges of education should orient students’ teachers towards adequate use of CACM in teaching science.

The Efficacy of Concept Mapping Instructional Strategy in Remedying Students' Problem-Solving Difficulties in Stoichiometry

Concept mapping strategy has been found to be effective in science education. However, its comparative effect in remedying male and female students’ problem-solving difficulties in stoichiometric tasks has not been documented. The study aimed at finding the role of concept mapping in remedying students’ problem-solving difficulties in stoichiometry. The pre-test-post-test-control group design was employed. 60 male and female students were randomly selected, pretested and assigned into control and concept mapping groups. The control group was taught using lecture method, while the experimental group was taught using concept mapping. A Stoichiometric Problem Solving Test (SPST) was developed and used. Analyses of post-test mean scores using t-test (α = 0.05) showed that there was a significant difference between the post-test means scores of students taught stoichiometry using concept mapping strategy and those in the control. No significant difference between the post-test means scores of male and female students taught using concept mapping strategy was found. The efficacy of concept mapping strategy in enhancing students’ problem solving ability in stoichiometry among male and female students was therefore established. The study recommended the use of concept mapping strategy by chemistry teachers to teach stoichiometry to improve problem solving among male and female students.

An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey between 2000 and 2015 which compare the concept mapping instructional strategy and the traditional method. 216 master’s and doctoral theses and 114 articles were found on the topic. Among these, 73 studies were selected which met the inclusion criteria. These were then combined through meta-analysis. At the end of the study, the concept mapping instructional strategy has been determined to have a significantly positive effect on the Turkish students' academic success (ES=1,119; p<0,05). Considering the population of Turkey, the findings indicate that the effect of concept mapping instructional strategy in terms of academic success was higher than traditional method.

Effects of Concept Mapping Modes on Secondary School Students Retention Level in Mathematics in Niger State, Nigeria

This study investigated the effects of two modes of concept mapping instructional strategies on secondary school students' retention level in mathematics in Niger State. A pretest-posttest randomized group design was adopted. Two research questions were raised and two null hypotheses were formulated and tested at 0.05 significant level. Two hundred and four senior secondary school year one (SSS I) students in six randomly selected co-educational secondary schools in Niger State formed the subjects. The spider mode of concept mapping instructional strategy was used as treatment for control group while the hierarchy mode of concept mapping instructional strategy was used as treatment for experimental group. The instrument for data collection was Algebra retention test on spider and hierarchy modes of concept mapping (ARTSAHCON), an objective type achievement test with reliability co-efficient of 0.76. One way analysis of variance (ANOVA) was used to test the hypothesis. The two hypotheses were not rejected. The results obtained showed that there was no significant difference in the retention level of experimental group and control group, and both spider and hierarchy modes of concept mapping instructional strategies are not gender bias at retention level. It was suggested that spider and hierarchy modes of concept mapping instructional strategies could be used by mathematics teachers for teaching in order to increase students' retention level in mathematics.

Teaching with Concept Mapping Instructional Strategy in Nigeria Secondary Schools

Teaching with Concept Mapping Instructional Strategy in Nigeria Secondary Schools

Effect of Self-generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept

A ZJER article assessing the impact of self-generated Concept-mapping instructional strategies amongst Zimbabwean secondary school pupils.

Effects of Concept Mapping and Problem Solving Instructional Strategies on Secondary School Learning Outcomes in Chemistry

The aim of the study was to determine the effect of concept mapping and problem solving instructional strategies on secondary school students' learning outcomes in Chemistry. The study adopted pre-test, post-test, control group quasiexperimental design, using a 3×2×2 factorial matrix. Two null hypotheses were tested at 0.05 level of significance. The subjects consisted of two hundred and fifty (250) students, randomly selected from six secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria. The subjects comprised of 148 males and 102 females. The instruments used to collect data were: “Chemistry Achievement Test (CAT)” r=0.756, “Chemistry Attitude Questionnaire (CAQ)” r=0.756, The data collected were analysed using inferential statistics of Analysis of Covariance (ANCOVA), and Scheffe post hoc analysis. The results showed that students exposed to problem solving instructional strategy had the highest mean score of 11.920 followed by those of concept mapping instructional strategy with mean score of 10.690 while those of conventional strategy obtained 7.290. There was a significant main effect of treatment on students' academic achievement in Chemistry [F(1,237) = 120.372; P < 0.05] and also a significant main effect of treatment on students' attitude to Chemistry [F(1,237) = 16.387; P < 0.05]. Based on these findings, it was recommended that Problem Solving and Concept Mapping Instructional strategies should be adopted by teachers of Chemistry in teaching the subject. African Research Review Vol. 2 (1) 2008: pp. 162-176