The use of concept mapping by JHS science teachers and its effect on pupils’ performance in integrated science

Abstract

The study was to investigate the impact of JHS science teachers’ use of concept mapping on the academic performance of JHS pupils. The study was conducted in the Adaklu District of the Volta Region in the Republic of Ghana. The design of the study was pretest-posttest, one group design which employed the mixed method approach. The sample of the study consisted of 25 JHS integrated science teachers and 102 JHS 2 pupils from five mixed public junior high schools. A workshop on concept mapping was organized for the teachers after which the teachers used concept mapping as an instructional approach. Topics involved in the study were Photosynthesis and the Human Circulatory System. Data was collected using questionnaires, lesson observation checklist, science achievement test and interviews. Descriptive and inferential statistics were used to analyse the data. A number of findings emerged from the study: The results of the study showed significant positive effect of the instructional method (concept mapping) on pupils’ academic performance in integrated science. The results also indicated a significant positive correlation between pupils’ concept map scores and science achievement test scores. Again, the results showed a significant improvement in pupils’ participation in integrated science lessons. The results further indicated that both teachers and pupils developed positive attitudes towards concept mapping. It was concluded that concept mapping as an instructional approach had positive impact on pupils’ academic performance. The method has therefore been recommended for adoption by all JHS integrated science teachers for teaching and learning of integrated science.