Effects of concept-mapping and inquiry strategies in teaching difficult curriculum concepts in biology on students’ academic achievement and retention
Paper Details
Effects of concept-mapping and inquiry strategies in teaching difficult curriculum concepts in biology on students’ academic achievement and retention
Abstract
This study determined the effects of concept mapping and inquiry method in teaching difficult curriculum in secondary school Biology on students’ academic achievement in Delta State. The study adopted non-randomized pre-test, post- test, control group quasi experimental design and a 3×2×2 factorial design using three research questions and hypotheses. The population consisted of all senior secondary school II (SS II) biology students in Delta South Senatorial districts of Delta state with two hundred and fifty-one (251) students were drawn from six classes. The instrument used was the Biology Achievement Test (BAT) for data collection. Face and content validity of the instrument was ascertained by three experts. The reliability was determined using Kuder-Richardson 21 formula to obtain a reliability coefficient of 0.75. Analysis of Covariance (ANCOVA) and t- test, tested at 0.05 level of significance, mean and standard deviation, were used to analyze the data. The result of the study showed a significant difference between the performance of students exposed to the two experimental groups (Concept-Mapping and inquiry methods) and the control group (lecture method); there was no significant difference in achievement test scores between male and female students taught difficult topics in biology using Concept-Mapping and inquiry; the level of retention was higher with students taught with concept-mapping than those taught with inquiry strategy. Based on the findings, it was concluded that Concept-Mapping will be a suitable method for teaching difficult concepts in biology. It therefore recommends that biology teachers should be retrained on application of Concept-Mapping in biology teaching.
Achor EE, Agbidye A. 2019. Students perceived difficult concepts and its influence on their performance in Basic Science in Makurdi Metropolis: Implications for Basic Science Teachers Production. National Association of Science, Humanities and Education Research Journal 12(1), 24-31.
Adebola SY. 2004. The ptoductive validity of Journal Mathematics and Physics. Journal of Science Teachers Association of Nigeria 32, 166-169.
Agu U. 2006. Science teaching in Nigeria, Enugu: Stirling Press.
Ajaja OP, Kpangban E. 2000. Enriching Biology Teaching in the 21st Century in Nigeria Implication for the Teacher”. 41st Annual Conference Proceeding of STAN, held at Akwa 22-27, 138-140.
Ajaja OP. 2013. Which way do we go in the teaching of biology. Concept mapping, cooperative learning or learning cycle? International Journal of Science and Technology Education Research 4(2), 18-29.
Akinsola MK, Awofala AOA. 2004. Concept-Mapping and Attitude of students toward Mathematics.
Alake E. 2015. Efficacy of laboratory instructional strategy on students’ geometry performance, retention and attitude among Junior Secondary Schools of Kaduna State Nigeria. unpublished Masters Dissertation. Ahmadu Bello University, Zaria.
Asishana AS. 2010. Concept-Mapping Instruction strategy and students Meaningful learning. An international Journal of the Teacher Registration.
Ausubel DP. (968. Educational Psychology; A Cognitive View. New York: Holt, Rineshart and Winston.
Awolonti AO, Abimbola O. 1997. The level of Achievement in Ecology Concept among Nigeria final Year Secondary School Students. Journal of STAN 32(1&2).
Azubuike AS. 2005. Inquiry and Problem-Solving Approach”: Integrated Science Education Series: No. 3, Approach to the Teaching of “You and Your Home. Journal of STAN 20-26.
Bajah ST, Asim AL. 2002. Constructivism and Science learning. experimental evidence in Nigeria Setting. A Journal of the world Councilor Curriculum and Instruction Nigeria 3(1), 106-113.
Bennett J. 2003. Teaching and learning science. London: continuum.
Cimer A. 2004. A study of Turkish biology teachers’ and students view of effective teaching in schools and teacher education. Ph.D Dissertation, University of Nottingham, Notthingham, U.K.
Cimer A. 2011. What make biology learning difficult and effective. Educational Research and Review 7(3), 61-71.
Dada A. 2000. The Effects of Two Method of Teaching on Achievement in the foreign language beginner class. Ibadan: University of Ibadan Press.
Durmaz B. 2007. The effects of the concept cartoons to the success of the students and sensory features in the constructivist science teaching (Mugia Provincial, Administrative District Sample). Master’s dissertation, Mugia University, Mugia, Turkey.
Esiobu GO, Soyibo K. 1995. Effects of Concept and Vee Mapping under Three Learning Modes on Students’ Cognitive Achievement in Ecology and Genetics. Journal of Research in Science Teaching 32, 971-995.
Esiobu GO. 2000. Biology Teachers Awareness and Level of Use of Mental Analogies in Teaching Difficult Concepts in Biology, 41st STAN Proceedings held at Akwa August 22-27,116.
Eu. 2010. Gender difference in Educational outcome study on the measures taken and the current situation in Europe. Education, Audiovisual and culture executive agency (EACEA pg Eurydice). http://www.enrytice org.
Federal Republic of Nigeria. 2004. National Policy on education. Lagos: NERDC Press.
Gambari AI. 2010. Effects of instructional models on the performance of Junior Secondary School Students in Geometry in Minna, Niger State. Delsu Journal of Educational Research and Development 9(1), 54-65.
Hornby AS. 2000. Oxford advanced learners dictionary, Oxford: Oxford University Press.
Jegede OJ, Alaiyemola FT, Okebukola PA. 1990. The Effects of Concept-Mapping in Students’ anxiety and achievement in biology. Journal of Research in Science Teaching 27(10), 951-960.
Lagoke AB, Jegede JO, Oyebanje PR. 1997. Toward the Elimination of Gender in Science Concept Achievement through the use of environmental Analogs. International Journal of Science Education 19(4), 365-380.
Madu BC. 2004. Effects of Constructivist-Based Instructional Model and Students conceptual change and Retention in physics. Unpublished Ph.D Thesis, University of Nigeria Nsukka.
Makanjuola ARO. 2002. Identification of Difficult topics in the senior secondary school certificate biology syllabus as perceived by students. Journal of Education 109-115.
Moemeka CD. 2002. Effectiveness of Individualized Field Work, Collaborative field Work and Expository Approach on Biology Students. Seminar paper presentation University of Benin.
Nsofor CC. 2004. The effects of designed instructional model on biology students’ performance in selected Secondary Schools in Minna, Niger State, Nigeria. 26th Annual Conference Proceedings of the Nigerian Association for educational Media and Technology (NAEMT), held at Asaba August 17-22.
Nwosu AA. 2006. Biology Education for the New Millennium. In E.A.C. Okeke (Ed). Educational Reforms in Nigeria for the New Millennium.
Okafor EN, Okeke SOC. 2006. Concept-mapping as an effective technique for teaching difficult concepts in biology. 47th Annual Conference Proceedings of Science Teachers Association of Nigeria (STAN) held at Calabar, August 14-15, 122-127.
Okebukola P, Akinbola U. 2008. Resources for teaching. Science Education Review 3(1), 10-14.
Oladele JO. 1994. Fundamentals of Psychological Foundation of Education, Handbook for Education Students and Teachers. Lagos: John-Lad Publishers Ltd.
Olowe TT. 2010. Effects of Computer animation and instructional model on the performance of students in senior secondary school biology in Minna Metropolise. Unpublished manuscripts.
Ozcan N. 2003. A group of students and teachers’ perceptions with respect to Biology Education at High school level. M.A dissertation, Middle East Technical University, Akara, Turkey.
Prince V. 2005. Sex vs gender. International Journal of Transgenderism, 8(4), 112-119.
Saka A. 2006. The effect of 5e model on removing science student teachers’ misconception about genetics. Ph.D Karadeniz Technical University, Trabzon Turkey.
Seifort A. 2012. Absence of Verbal recall or memory for symptom acquisition in fear and trauma exposure. A conceptual case for fear conditioning and learned non-use in assessment and treatment. Journal of rehabilitation Research and Development 49(8), 1209-1219.
Umeh MO. 2002. Reducing Teacher Instructional Difficulties in Some Context Areas of Senior Secondary School Biology Curriculum for Sustainable Development. Proceedings of the 43rd Annual Conference and Inaugural Conference of CASTME STAN Africa, held at Port-Harcourt, August 20-25, 219-223.
WAEC. 2000. Chief Examiner’s Report May/June 2000 G.C.E (O/L) Lagos, Nigeria.
WAEC. 2004. Chief Examiner’s Report May/June 2004 G.C.E (O/L) Lagos, Nigeria.
Zeidan A. 2010. The relationship between grade II Palestinian attitude toward biology and their perception of the biology learning environment. International Journal of Science and Mathematics Education 783-800.
E. O. Oyovwi (2021), Effects of concept-mapping and inquiry strategies in teaching difficult curriculum concepts in biology on students’ academic achievement and retention; IJB, V18, N6, June, P258-267
https://innspub.net/effects-of-concept-mapping-and-inquiry-strategies-in-teaching-difficult-curriculum-concepts-in-biology-on-students-academic-achievement-and-retention/
Copyright © 2021
By Authors and International
Network for Natural Sciences
(INNSPUB) https://innspub.net
This article is published under the terms of the
Creative Commons Attribution License 4.0