Using concept maps to enhance the learning of cell biology by first year students of Nifa and H’mount Sinai Senior High Schools

Abstract

This thesis emphasizes an alternative instructional tool called “Concept Map”. Concept map has been applied in a variety of fields, including instructions, learning, curriculum development, and assessment. Researchers have determined that, concept maps serve as an effective tool in the traditional classroom. The purpose of this study was to investigate the use of concept map to enhance the teaching and learning of Cell Biology in Senior High Schools one students. The research focused on two groups from senior high schools (Nifa and H’Mount Sinai S.H.S) of the Akuapem-North District in the Eastern Region of Ghana. This study was a pre-test-post-test-2-group comparison study. Both the control and experimental groups were required to take a pre-test before instruction and a post-test at the end of three weeks. The text consisting of 20 questions was used to assess students performance. Student’s constructed concept maps were scored using Novak’s scoring scheme. Participants included 64 students. The first finding of the study was that, students when exposed to concept maps performed better than when taught with the traditional method. The difference in the learning gains between the experimental and the control group was statistically significant and this was solely due to the use of concept maps in the learning of Cell Biology. The second finding also indicated that, there was no gender disparity among students with the introduction of concept maps, although there were some increases in the mean scores among the females. Nevertheless, the study suggests that, there is a need for future research to improve and strengthen the relationship between Concept Mapping and academic learning, specifically in science.