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.
Description:
A Thesis in the Department of Science Education, Faculty of Science Education.
Submitted to the Graduate Studies, University of Education, Winneba, in partial
fulfilment of the requirement for the award of the degree of MASTER OF
EDUCATION in SCIENCE
DECEMBER, 2016