Abstract:
This study examined the influence of concept mapping teaching method on the academic achievement of selected biology students in Osei-Bonsu SHS. The objectives of the research were to determine the; 1. Effect of concept mapping teaching method on senior high school students’ academic achievement in biology, 2. Effect of concept mapping on senior high school students’ retention ability and 3. Influence of gender on senior high school students’ academic achievement when taught biology using the concept mapping method. The action research approach was used, the target population for the study included all senior high schools in the Bono-East Region of Ghana. The accessible population, however, comprised senior high schools in the Nkoranza-North District of the Bono-East Region. An intact class of forty-two final year science students were purposively selected for the study. Data were collected using pre- and post-intervention tests and analysed statistically using the statistical package for social sciences software. The study found that concept mapping approach to teaching had a significant (p < 0.05) impact on the performance of students in biology. Also, concept mapping teaching approach was found to have a significant (p < 0.05) impact on students’ retention ability. It was recommended that curriculum developers should incorporate concept mapping strategy into curriculum guidelines for meaningful and higher order learning.
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
NOVEMBER, 2021
