Abstract:
The study investigated the use of concept mapping teaching method on Senior high school
students’ academic achievement in chemistry. The design of the study was quasi-experimental
design with 54 elective science Senior High students selected purposively from Wenchi Senior
High School in Brong – Ahafo Region. Twenty – seven (27) students were used for both the control
and experimental groups. Experimental groups were taught using concept mapping teaching
strategy while Control groups were taught using the Traditional Teaching Method .The study was
conducted within six weeks period and the topic covered was volumetric analysis.
The students were pre-tested and post-tested using a Tutor Constructed Chemistry Achievement
Test (TCCAT). Instrument used for data collection was an achievement test tagged Tutor
Constructed Chemistry Achievement Test (TCCAT). The content of the instrument was validated
by three experts and Cronbach alpha formula was used to test its reliability. The reliability
coefficient of 0.82 and 0.75 for pre- test and post- test respectively. The data from both pre and
post tests were analyzed using methods of descriptive and inferential statistics. The statistical
procedures employed were: student t-test analysis as well as descriptive statistical tool such as the
mean, standard deviation etc. to determine the impact of concept mapping on students’
performance in volumetric analysis.
The responses from the questionnaire items were analyzed through the use of descriptive
explanation making use of averages, percentages and descriptive statistics such as means, and
percentage scores were calculated for participants’ responses.
Description:
A Thesis in the Department of Science Education, Faculty of Science Education. Submitted to
the School of Research and Graduate Studies, University of Education, Winneba, in partial
fulfilment of the requirement for the award of the degree of MASTER OF EDUCATION in
SCIENCE EDUCATION
JULY, 2017