The effects of concept mapping on the achievement of grade five pupils in general science

Date of Publication

1998

Document Type

Master's Thesis

Degree Name

Master of Arts in Teaching General Science

Subject Categories

Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Dr. Fe G. De la Rosa

Defense Panel Chair

Dr. Jaime Raul O. Janairo

Defense Panel Member

Dr. Bee Ching Ong
Dr. Fely Araneta

Abstract/Summary

This study investigates whether concept mapping strategy is an effective tool in enhancing the performance of students in elementary general science based on the better result in achievement test. The non-equivalent control group design with non-random assignment of subjects was used with the teacher-made test as the main tool for gathering the data. Eighty-one (81) Grade V students of St. Agnes' Academy, Legaspi City were used as subjects and were given the pre-test and post-test. These came from two intact classes composed of 42 students for the experimental and 39 for the control group. The analysis of variance, ANCOVA which was used as a statistical tool showed that the experimental group exposed to concept mapping strategy performed significantly better at .05 level of significance than those who were taught using the traditional method. Likewise, the high mental ability groups performed significantly better than the average and low mental ability groups. Using the t-test, the students in high and low mental ability levels in the experimental group performed significantly better than their counterparts using the traditional method but not with the average ability level. This study also found out that no significant interaction existed between the method of teaching and mental ability of students.

Based on the findings of this study, it can be concluded that concept mapping has a great potential as a teaching strategy in that it enhances the performance of the students in the elementary level most especially in their achievement. Through the introduction of concept mapping, students are moved towards meaningful learning as exhibited in the results of this study where mappers outscored the non mappers in the post-test achievement. This implies that concept mapping as a method of teaching can improve students' achievement. Hence, this can be an effective method in teaching general science. This study recommends that more exercises in general science be given with the use of concept maps among the average and low achievers as remedial activity, for them to develop better understanding of the interrelationship of science concepts which will redound to meaningful learning. Concept mapping as learning heuristic can be included as part of the curricula of the pre-service teachers or education students. Textbooks that are used by students and teachers should provide topics showing illustrations of concept maps for them to gain an idea of the construction of the method. As a method this should be considered in other disciplines in the elementary level of education. A similar study should be conducted in order to investigate further interaction effect between the methods of teaching and type of students according to their mental ability. Another study can be conducted comparing the students' achievement when concept maps are prepared by the students and when they are prepared by the teacher.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG02811

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

125 leaves

Keywords

Academic achievement; Concept learning; Learning ability -- Testing; School children; Science -- Study and teaching (Elementary)

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