Research Proposals

CONCEPT MAPPING METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY IN SECONDARY SCHOOLS

CONCEPT MAPPING METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY IN SECONDARY SCHOOLS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE –       INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Hypotheses

1.6    Delimitation of the Study

1.7   Operational Definition of Term

 

CHAPTER TWO        –       REVIEW OF RELATED LITERATURE

CHAPTER THREE     –       RESEARCH METHODOLOGY

3.1    Research Area

3.2    Research Design

3.3    Population of the study

3.4    Sample and Sampling Technique

 

3.5    Instrumentation

3.6    Validation of Instrument

3.7    Administration of the Instrument

3.8    Scoring of the Instrument

3.9    Method of Data Analysis

 

CHAPTER FOUR – DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Presentation

4.2    Discussion of Findings

CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestions for further study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Learning is a purposeful, conscious and complex process. Moreover, an important feature of learning is that it involves a complex interactive system including environmental, social, motivational, emotional and cognitive factors (Baron and Byrne, 2023). However, various teaching-learning strategies have been developed to accelerate learning process of students.

Furthermore, learning strategies evolve from the learning theories defining the role of teacher, students and the contents. Undeniably, in some countries like Pakistan, at present, mostly behavioural practices are in vogue in schools where students are passive and classroom environment is mostly teacher dominated (Iqbal, 2021).

 

CONCEPT MAPPING METHOD AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY IN SECONDARY SCHOOLS

In addition, the National Policy on Education 2013 stresses for the paradigm shift from the behaviourism to constructivism to enhance conceptual learning in science and development of attitude towards learning of science. Thus, this curriculum demands such teaching-learning strategies that may involve students in their own knowledge construction, placing them as centre of learning activity and teacher as a facilitator.

Indeed, concept mapping is one of the teaching-learning strategies under constructivism having its orientation in David Ausubel’s Assimilation theory (1968) of cognitive learning, which aims at fostering meaningful learning by students. Concept mapping as a learning strategy uses a rich social environment, where learners work individually and in groups to scaffold and mediate learning of each other (Oakley, 2014).

 

Furthermore, concept mapping is a technique of visually representing the structure of information, concepts, and their relationship. However, research studies in the field of science education reflect that concept mapping can be used as a successful teaching – learning strategy from primary school to university level.

Specifically, concept maps are used as a tool for meaningful learning, assessment, instructional planning and finding out the alternative concepts or misconceptions held by the learners (Nesbit & Adesope, 2016; Novak & Cańas, 2016).

 

Nevertheless, learning through concept mapping has long lasting effect on memory demonstrated in the form of better results in delayed post-test as compared with other teaching leaning strategies. It can also be useful in combination with other manipulative learning strategies like experimental method and concept mapping (Hilbert & Renkl, 2017; Donnell, Dansereau & Hall, 2022).

However, Chabeli (2020) posited that if students can link new information to their existing conceptual framework, they can construct new, meaningful interconnection so that the existing conceptions are transformed, enriched or revised and conceptual change occurs. Therefore existing conception are transformed during knowledge construction, that construction is that of understanding. Concept mapping method and students academic performance in biology in secondary schools.

 

Gravett (2021) added that interactions, collaboration, cooperation, dialogue and discourse are key concepts in facilitating understanding of educational activities. The author further stated that teaching method should succeed in revealing the subject contents to the students and the teaching method used for instruction, be it in the classroom or in the laboratory should also have a scientific character.

It is therefore important to investigate didactic method validity in view of laying down guidelines to improve the practice of teaching Biology and promote critical thinking by students. It was on this background that the study investigated concept mapping method and students academic performance in biology in secondary schools .

 

1.2  Statement of the Problem

Biology as a study of life is important to everyday life because it allows humans to better understand their bodies, their resources and potential threats in the environment. It helps people to understand every organism alive, from the smallest bacteria to blue whales. Biology is one of the core subject offered by all science students up to tertiary level of education. Concept mapping method and students academic performance in biology in secondary schools.

Despite the high position offered to Biology in Nigerian education system, many students struggle to learn Biology and often do not achieve success through their learning. This may stem from the fact that, they do not construct appropriate understanding of fundamental Biology concepts through their learning strategies. This has left the students with poor performance in both public and internal examinations. Therefore, it is against this backdrop that this study was carried out to examine concept mapping method and students academic performance in biology in secondary schools.

 

1.3  Purpose of the Study

The main purpose of this study aims at investigating concept mapping method and students academic performance in biology in secondary schools. Specifically, this study sought to:

  • Investigate whether students taught Biology using the concept mapping method perform better those taught using conventional method;
  • Effect of gender difference on academic performance of students in Biology when taught using concept mapping.

 

1.4  Significance of the Study

              This study will be significant in the following ways:

  • Firstly, curriculum designers in developing curricular for Nigerian Science teachers of tomorrow will be equipped with knowledge on what type of method to include for instruction.
  • Secondly, it will enhance innovative thinking, creativity and resource fullness among Biology teachers as they will have to think of selecting relevant instructional technique for their lesson. Concept mapping method and students academic performance in biology in secondary schools.
  • Lastly, future researchers will use the outcome of the research as reference materials on related topics.

 

1.5  Research Hypotheses

The following null hypotheses were formulated to guide the study:

  1. There is no significant difference in the academic performance of students taught Biology using concept mapping and those taught using conventional method of teaching;
  2. There is no significant difference in the academic performance between male and female students when taught Biology using concept mapping.

 

Operational Definition of Term

The following terms were defined as use in the study:

Concept Mapping: This is the method of teaching use to represent the relationships among concepts. It is the representation of a set of concept meanings embedded in a framework of proposition.

Academic Performance: In brief, is the students examination scores in the schools.

Biology: A natural science concerned with the study of plants and animals.

 

Conclusion

The study was carried out to determine the effect of concept mapping method on student’s academic performance in Biology. The study revealed that concept mapping method significantly enhanced the academic performance of students in Biology than the traditional methods, it had no gender effects, it encouraged students’ classroom participation and interest.

 

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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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