Abstract:
The aim of this study was to investigate the effect of concept mapping strategy on students’
understanding of photosynthesis and cellular respiration at Akim Swedru Senior High
School. The study was done with a sample of one hundred and five (105) second year
students studying elective biology. The study was conducted over a six-week period. The
students were pre- and post-tested using a teacher-constructed biology test. Results showed
that there were significant differences between the experimental group taught with concept
maps and the control group that learnt with the traditional method. Moreover, there were
significant differences in the performance of females taught with concept maps and males
taught with concept maps. These indicate that concept maps help students understand,
identify the key concepts, and connect the various concepts. It was therefore recommended
that concept mapping should be adopted by ags a teaching method by biology teachers in
other Senior High Schools. It was also suggested that that the study be replicated across
different regions.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF
SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES OF THE UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY
IN SCIENCE EDUCATION
2015
