Using concept mapping to enhance students' understanding on ecological concepts at Mim Senior High School

Abstract

The purpose of this study was to raise awareness of the potential of concept mapping as an aid to enhance students’ understanding of conception about ecology through action research. Mim Senior High School was the experimental school while Ahafoman Technical Senior High School was the control school in this study. A pre-test and postintervention test as well as retention test non-equivalent quasi-experimental design was used for the study. The sample size was 105 students. The experimental group consisted of 55 students while the control group consisted of 50 students. The students in the experimental group were instructed with concept mapping while the control group were instructed with the traditional method of teaching. Both groups were taught the same content which was on basic concepts in ecology. Three instruments were used for the data collection in this study. These were an achievement test, a questionnaire on students’ perception towards concept mapping (QCM) and a structured interview. Descriptive statistics, paired and unpaired t-test were used to analyse the data for answering the research questions. Results showed that treatment factor (concept mapping method) produced significant difference in the performance of the experimental group as the mean score of students taught with concept mapping was significantly higher than those who were not exposed to the method. Results also showed evidence of retention of learnt concepts among the experimental group. It has been recommended that concept mapping method should be encouraged in many biology classes at the SHS. Much attention should be given to students concerning analysis and other high order cognitive level questions.