CONCEPT MAPPING METHOD AND STUDENT’S ACADEMIC PERFORMANCE IN BIOLOGY

CONCEPT MAPPING METHOD AND STUDENT’S ACADEMIC PERFORMANCE IN BIOLOGY

Abstract

The study examined the concept mapping method and student’s academic performance in Biology in secondary schools in Abak Local Government Area. Two hypotheses were formulated. The population of the study was   2,105 senior secondary II students from ten public secondary schools. One hundred Biology students were randomly selected from four selected public secondary schools in Abak Local Government Area. Biology performance test (BIOPET) was used as the instrument for data collection and the independent statistical method was employed in analyzing the data collected. Findings revealed that there is a significant difference in the academic performance of students taught Biology using concept mapping method of teaching and those taught using the conventional method of teaching. Also, that females scored slightly higher than the males but when subjected to a t-test there was no significant difference in academic performance between male and female students taught Biology using concept mapping method of teaching. Based on the findings, it was recommended that Concept mapping method should be used in teaching Biology concepts in secondary schools to improve the academic performance of students, interest, and participation in the subject.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Learning is a purposeful, conscious and complex process. An important feature of learning is that it involves a complex interactive system including environmental, social, motivational, emotional and cognitive factors (Baron & Byrne, 2003; Huffman, 2004; Joyce, Weil & Calhoun, 2004).  Various teaching-learning strategies have been developed to accelerate the learning process of students. Learning strategies evolve from the learning theories defining the role of teacher, students, and the contents. In Pakistan, at present, mostly behavioural practices are in vogue in schools where students are passive and the classroom environment is mostly teacher dominated (Iqbal, 2011). The National Policy on Education 2013 stresses for the paradigm shift from the behaviorism to constructivism to enhance conceptual learning in science and development of attitude towards learning of science. This curriculum demands such teaching-learning strategies that may involve students in their own knowledge construction, placing them as a center of learning activity and teacher as a facilitator.

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Concept mapping is one of the teaching-learning strategies under constructivism having its orientation in David Ausubel’s Assimilation theory (1968) of cognitive learning, which aims at fostering meaningful learning by students. Concept mapping as a learning strategy uses a rich social environment, where learners work individually and in groups to scaffold and mediate learning of each other (Oakley, 2004). Concept mapping is a technique of visually representing the structure of information, concepts, and their relationship. Research studies in the field of science education reflects that concept mapping can be used as a successful teaching-learning strategy from primary school to university level.

Concept maps are used as a tool for meaningful learning, assessment, instructional planning and finding out the alternative concepts or misconceptions held by the learners (Nesbit & Adesope, 2006; Novak & Cańas, 2006). Learning through concept mapping has a long-lasting effect on memory demonstrated in the form of better results in delayed post-test as compared with another teaching-learning strategy. It can also be useful in combination with other manipulative learning strategies like experimental method and concept mapping (Hilbert & Renkl, 2007; Donnell, Dansereau & Hall, 2002).

However, Chabeli (2010) posited that if students can link new information to their existing conceptual framework, they can construct new, meaningful interconnection so that the existing conceptions are transformed, enriched or revised and conceptual change occurs. Therefore existing conception is transformed during knowledge construction, that construction is that of understanding. Gravett (2011) added that interactions, collaboration, cooperation, dialogue, and discourse are key concepts in facilitating understanding of educational activities. The author further stated that teaching method should succeed in revealing the subject contents to the students and the teaching method used for instruction, be it in the classroom or in the laboratory should also have a scientific character.

It is therefore important to investigate didactic method validity in view of laying down guidelines to improve the practice of teaching Biology and promote critical thinking by students. It was on this background that the study investigated concept mapping and academic performance of students in Biology in a secondary school in Abak Local Government Area.   

1.2       Statement of the Problem

Biology as a study of life is important to everyday life because it allows humans to better understand their bodies, their resources and potential threats in the environment. It helps people to understand every organism alive, from the smallest bacteria to blue whales. Biology is one of the core subject offered by all science students up to the tertiary level of education.

Despite the high position offered to Biology in the Nigerian education system, many students struggle to learn Biology and often do not achieve success through their learning. This may stem from the fact that, they do not construct an appropriate understanding of fundamental Biology concepts through their learning strategies. This has left the students with poor performance in both public and internal examinations (Obodo 2004). It is also disheartening that approaches and strategies for teaching and learning of this subject at secondary levels of education are not probably being put to use effectively that could promote learners activity and provide learners’ guided practice enabling them to retain concepts taught and solve problems (Achor, Imoko&Uloko 2009). It is against this backdrop that this study was carried out to answer the question, what is the effect of concept mapping on academic performance of students in Biology in secondary school in Abak Local Government Area.

1.3       Purpose of the Study

This study aims at investigating the effect of concept mapping on academic performance of students in Biology in a secondary school in Abak Local Government Area. Specifically, this study sought to:

(i)                 Investigate whether students taught Biology using the concept mapping method performs better those taught using a conventional method;

(ii)               Effect of gender difference on academic performance of students in Biology when taught using the concept mapping.

1.4       Significance of the Study

                        This study will be significant in the following ways:

i.          Curriculum designers in developing curricular for Nigerian Science teachers of tomorrow will be equipped with knowledge on what type of method to include for instruction.

ii          It will enhance innovative thinking, creativity and resource fullness among Biology teachers as they will have to think of selecting a relevant instructional technique for their lesson.

iii         Future researchers will use the outcome of the research as reference materials on related topics.

1.5       Research Hypothesis

The following null hypotheses were formulated to guide the study:

i.          There is no significant difference in the academic performance of students taught Biology using concept mapping and those taught using the conventional method of teaching;    

ii          There is no significant difference in the academic performance between male and female students when taught Biology using concept mapping.

1.6       Delimitation of the Study

Due to the constraint of time, the study was delimited to the effect of concept mapping on students’ academic performance in Biology in selected secondary schools in Abak Local Government Area. Only senior secondary two (SS2) students offering Biology was used for the study. 

 1.7      Operational Definition of Term

The following terms were defined as use in the study:

Concept Mapping: This is the method of teaching used to represent the relationships among concepts. It is the representation of a set of concept meanings embedded in a framework of proposition.

Academic Performance: Is the students' examination scores in the schools.

Biology: A natural science concerned with the study of plants and animals.