dc.contributor.author |
Issaka, A. |
|
dc.date.accessioned |
2024-03-20T11:03:08Z |
|
dc.date.available |
2024-03-20T11:03:08Z |
|
dc.date.issued |
2021 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/2554 |
|
dc.description |
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba.
JULY, 2021 |
en_US |
dc.description.abstract |
This study investigated the effects of concept mapping teaching strategies, (concept
identifying, proposition identifying, student generated) on Colleges of Education
students‘ achievement on circulatory system. Five research questions and four null
hypotheses guided the study. The study was a non-equivalent quasi-experimental
design involving one treatment group and one control group. The Sample of the study
comprised of 95 first year integrated science students purposively drawn from two
Colleges of Education in the Northern part of Ghana. Fifty students from Gbewaa
College of Education consisting of 28 males and 22 females as the experimental
group and 45 students from Bagabaga College of Education made up of 25 males and
20 females as the control group. Two instruments: Circulatory System Achievement
Tests (CSAT) and a structured questionnaire on effectiveness of concept mapping
developed by the researcher were used for data collection. Concept maps were
assessed using a scoring instrument created by Lomask, Baron, Greig and Harrison
(1992). The validity and reliability of these instruments were established. The items
on the questionnaire were subjected to item analysis while construct validity analysis
was established for CSAT. The reliability of the instruments was established using
Pearson‘s test – retest correlation co-efficiency before it was administered. Means,
Standard Deviation, Analysis of variance (ANOVA) and t-Test were used to analyse
and interpret data obtained. The study, among others showed that concept mapping
instructional strategies significantly enhanced students‘ interest in science. The
findings further revealed that the use of concept mapping instructional strategies in
teaching was most effective way of improving students‘ performance in the teaching
and learning of circulatory system in Integrated Science. In conclusion, the control
group had a higher pre-test mean score as compared to the experimental group.
However, the experimental group had a higher post-test mean score as compared to
the control group due to the treatment. Finally, the findings recommended that
Science tutors should use concept mapping teaching strategy to improve their students
understanding in difficult topics such as the excretory system. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education, Winneba |
en_US |
dc.subject |
Concept mapping strategy |
en_US |
dc.subject |
Circulatory system |
en_US |
dc.title |
Effect of concept mapping strategy on students’ achievement in the teaching and learning of circulatory system |
en_US |
dc.type |
Thesis |
en_US |