EFFECT OF CONCEPT MAPS ON ACADEMIC ACHIEVEMENT IN THE SUBJECT BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA

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ABSTRACT

The study was aimed at determining the Effect of Using Concept Mapping and Experimental Techniques in Teaching Biology in Senior Secondary Schools in Federal Capital Territory. The design of the study was quasi experimental pretest posttest control group design. The population consisted of 6,208 SS2 Biology students of the Federal Capital Territory, from which 192 were selected from three schools within Karshi zone of Abuja Municipal Area Council. Intact classes of 64 students each of SS2A & SS2B students of Government Secondary School Nyanya were used for the experimental group which consisted of students taught Biology using concept maps and experiments and 64 SS2A students of Government Day Secondary School Karu were used for the control group respectively. The choice of the schools were because they shared similar characteristics like student types (co-educational), number of students per class and presence of competent and experienced Biology teachers. To guide the study, five research questions were raised and five hypotheses stated and test at 0.05 level of significance. The major instruments used for data collection were Biology Achievement Test pretest and posttest (BAT), Biology Achievement Retention Test (BART) used after 2 weeks of instruction and Concept Mapping Attitude Scale Towards Biology Questionnaire (CMASTBQ) and Experiment Attitude Scale Towards Biology Questionnaire (EASTBQ).The treatment package included Concept Mapping Instructional Package (CMIP), Lesson Plan for Experiments and Lesson Plan for Control Group. The items used for the pretest, posttest and retention test were adopted from Educational Resource Centre (ERC) Abuja. The items were lifted based on the topics used for the study. The reliability of these instruments used was 0.65 for concept mapping and 0.78 for experimental techniques. The data collected was analyzed using comparative mean and standard deviation for research questions while the null hypotheses were analyzed using Two sample t-test, Covariance Analysis(ANCOVA) and Pairwise comparison tested at 0.05 alpha level of significance. The findings of the study showed a significantly better academic performance of students who were taught using  experiments than those taught using concept mapping; students taught using experiments performed significantly higher in retention of Biology knowledge than those taught using concept mapping and lecture method, no significant difference was observed between students taught using concept mapping and lecture method on retention of these concepts; Students showed positive attitude towards the use of concept mapping over the use of experiments Based on the findings, experiments are indispensable if the teaching and learning of Biology is be effective and meaningful. Recommendations were made to this effect that Science Teachers Association of Nigeria in conjunction with the Federal Ministry of Education should liaise with stakeholders in the FCT and the Nation in general to provide well equipped Biology laboratory in all senior secondary schools. Teachers should also be encouraged to use Concept mapping alongside lecture method in teaching Biology in Senior Secondary Schools.

TABLE OF CONTENTS

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certificate           iii Dedication          iv

Acknowledgements                                                                                                    v

Abstract                                                                                                                      vi

Table of Contents                                                                                                        vii

List of Tables                                                                                                              xi

List of Figures                                                                                                             xii

List of Appendices                                                                                                      xiii

Operational Definition of Terms                                                                                 xiv

CHAPTER ONE:     INTRODUCTION

1.1       Background to the Study                                                                                1

1.2       Statement of the Problem                                                                               7

1.3       Objective of the Study                                                                                    8

1.4       Research Questions                                                                                         9

1.5       Hypotheses                                                                                                     9

1.6       Basic Assumptions                                                                                         10

1.7       Significance of the Study                                                                               10

1.8       Scope  of the  Study                                                                           11 CHAPTER TWO:           REVIEW OF RELATED LITERATURE    

2.1       Introduction                                                                                                    13

2.2       Conceptual Framework                                                                                   14

2.2.1 Concept Mapping                                                                                              14

2.2.2 Using Concept Mapping for Instruction                                                            16

2.2.3 The use of Concept Mapping and Experiment in the teaching of Biology  18 

2.3       Origin of Experimental Science                                                                      23

2.3.1 Importance of Science Practical Work                                                              25

2.3.2 Experimentation in Biology Teaching                                                               27

2.4       Biology as a Subject in Senior Secondary School                                          29

2.5       Conventional Teaching Method of Biology in Senior Secondary School      31

2.6      Influence of Teaching Methods on Students‟ Attitude towards Biology      38

2.6.1 Influence of Lecture Method on Students‟ Attitude towards Biology            39

2.6.2 Influence of Lecture Method on Students‟ Achievement in Biology              40

2.6.3 Influence of Concept Mapping on Students‟ Attitude towards Biology         41

2.6.4 Influence of Concept Mapping on Students‟ Achievement in Biology            42

2.7      The Need for a Change in Teaching Strategy in Biology                                45

2.8       Theoretical Framework                                                                                   46

2.8.1 The Operant Conditioning Model and Stimulus Response Associated 

            Theory                                                                                                             46

2.8.2 Jean Piaget‟s Development Theory                                                                   47

2.8.3 Bruner‟s Theory of Cognitive Learning                                                            48

2.8.4 John Dewey‟s Theory                                                                                        48

2.8.5 Ausubel‟s Theory of Subsumption                                                                    49

2.9       Empirical Studies                                                                                            53

2.10     Summary                                                                                                         62

CHAPTER THREE: RESEARCH METHODOLOGY

3.1       Introduction                                                                                                    64

3.2       Research Design                                                                                             64

3.3       Population                                                                                                       65

3.4        Sample and Sampling Technique                                                                   66

3.5       Instrumentation                                                                                               68

3.5.1 Validity of the Instrument                                                                                 69

3.5.2 Pilot Test                                                                                                            69

3.5.3 Reliability of the Instrument                                                                              70

3.6       Method of Data Collection                                                                             72

3.6.1 Treatment of Experimental Group                                                                     73

3.7       Method of Data Analysis                                                                               74

CHAPTER FOUR:    DATA ANALYSIS, RESULTS AND DISCUSSIONS

4.1       Introduction                                                                                                    74

4.2     Response to the  Research Questions                                                               74

4.3       Hypotheses Testing                                                                                         80

4.4       Summary of Major Findings                                                                           86

4.5       Discussion of Results                                                                                      86

CHAPTER FIVE:        SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary                                                                                                         93

5.2       Conclusion                                                                                                      94

5.3       Recommendations                                                                                          96

5.4       Suggestions for Further Studies                                                                     96

5.5       Contribution to Knowledge                                                                            97

            References                                                                                                      98

 LIST OF TABLES 
Table 3.1:    Table 3.2: Table 3.3: Table 4.1:  Table 4.2:  mapping, Table 4.3:  Table 4.4:  Table 4.5:  Table 4.6:  Table 4.7:  Table 4.8:  Table 4.9:  Table 4.10:    Table 4.11: Population of SS 2 Biology Students in the Public Senior Secondary Schools in Federal Capital Territory, Abuja. Sample Size of Streams of Schools Used for the Study. Topics Taught and Method of Teaching Mean scores of students before and after exposure to the use of concept mapping and use of experiment in the teaching of Biology.  Mean achievement scores of students exposed to the use of concept Mean retention scores of students before and after their exposure to the use of concept Mapping and experimental techniques in the teaching of Biology Mean retention level of the students exposed to the three methods of teaching the subject. Mean attitudinal scores towards the use of Concept mapping and experiments in the teaching of Biology concepts Two sample t-test on performance of students exposed to concept mapping and use of experiments in the teaching of Biology Covariance analysis on performances by students from the three methods of teaching  Pairwise Comparisons of performance scores by students taught with the three methods. Two sample t-tests on retention level by students exposed to concept mapping and use experiments in the teaching of Biology Analysis of covariance on mean retention levels by students exposed to the use of concept mapping, experimental techniques and lecture method  Mean comparison between retention levels by the different methods used in the teaching of the subject63   64 66 72 73 74   76   77   78   79     80     81   81     82   83      
Table 4.12:  Two sample t-test on attitude towards the use of Concept mapping and experimental techniques in the teaching of Biology.                                    
 LIST OF FIGURES 
Figure 2.1:  Figure 2.2:  Figure 2.3:  Figure 1: Figure 2: Figure 3: Figure 4: Figure 5:Concept maps on characteristics of living things. Simple concept mapping: example 1 Simple concept mapping : example 2 Students‟ performance before and after exposure to concept mapping and experimental methods. Students‟ performance before and after exposure to the three methods concept mapping, Experimental and Lecture methods. Students‟ retention before and after exposure to concept mapping and lecture methods. Students‟ scores before and after exposure to concept mapping and the experiment. Difference in attitude of students between concept mapping and the experimental28 30 30 72   73   75   76   77

LIST OF APPENDICES

   Biology Achievement Test (BAT) for Pre-test and Post-test.     Appendix A    109 Biology Achievement Test for Retention (BATR)   Concept Mapping Lesson Plan and Instructional       Appendix B    113          Package (CMLPIP).                                              Appendix C    114 Lesson Plan for Experiments                                      Appendix D    124 Lesson Plan for Control Group                              Concept Map Attitude Scale Towards Biology       Appendix E    132 Questionnaire (CMASTBQ)                                   Experiments Attitude Scale Towards Biology      Appendix F    142 Questionnaire (EASTBQ)                                           Appendix G    143
 
 
 
 
 
 
EFFECT OF CONCEPT MAPS ON ACADEMIC ACHIEVEMENT IN THE SUBJECT BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA