Abstract:
The purpose of this study was to determine the effects of Concept Mapping Teaching
Approach on students’ achievement in Genetics. The research design for this
investigation was an experimental study design that employed pre-test and post-test
control group design. The population for the study was all the 1,500 students of Hwidiem
Senior High School located in Ahafo in the Asutifi North District of Ghana. Purposive
University of Education, Winneba http://ir.uew.edu.gh
sampling technique was used to select three classes that formed the sample. Together,
108 students including 22 boys and 86 girls were selected. Group A, the control group,
was made up of 20 boys and 13 girls offering general science as their major course. The
experimental groups (B and C) were made up of 30 girls and a boy and 34 girls and a boy
respectively; all of which offered home economics as their major course. The data for this
study was collected using the instrument Genetics Achievement Test (GAT). Descriptive
statistics was used to analyze the estimated marginal means, standard deviation and
standard error estimates while student t-test statistics was used to test the hypothesis at
0.05 level of significance. Analysis of variance (ANOVA) was used to analyze the
differences in post-test mean scores of the groups. The results of this study show that
Concept Mapping Approach of Teaching resulted in significantly higher students’
achievement in Biology. The results of this study may be beneficial to Biology teachers,
teacher trainers and curriculum developers in improving teaching-learning process and
achievement in Biology.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF EDUCATION (SCIENCE EDUCATION) DEGREE.
University of Education, Winneba http://ir.uew.edu.gh
DECEMBER, 2016