Abstract:
The study was conducted to show the impact concept mapping has as a teaching
strategy in an attempt to reduce cognitive load of first year biology students of St.
Dominic’s Senior High School. In the study, the students were taught how to
construct concept maps on classification of plants. A convenience sampling technique
was used to select a sample of sixty (60) in-tact class of form one biology students in
the school. An observation was used by the Researcher to collect data and analysed
them. The results showed that the students were able to construct concept maps
correctly. In an attempt to reduce cognitive load of students, the concept maps drawn
by the students help summarised information needed to be learned by students. It
identified and corrected misconceptions. It presented concepts in an orderly manner
that promoted easy recall of learned information. These showed that concept mapping
was more effective in reducing cognitive loads of students and so improve student’s
performance.
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 THE AWARD OF
THE MASTERS OF SCIENCE EDUCATION
DECEMBER, 2016
