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The study aimed to analyze effect of concept mapping, a constructivism based learning strategy, on academic
performance of 7th grade students in the subject of general science. This quasi experimental research, based on 2x2
factorial research design, involved 167 students from two single sex schools. Major objectives of the study were to; (i)
find out the effect of concept mapping as a learning strategy on the academic achievement of students (ii) study
differential effect of concept mapping on academic achievement of male and female students (iii) to find out the
interaction effect of concept mapping as a learning strategy and gender on students’ academic achievement. Researcher’s
developed achievement test was used as pre test and post test. During the treatment of five months, experimental group
was trained to develop concept maps for three weeks. Subsequently students developed concept maps of general science
content individually, shared those in groups and were compared by teacher with scientifically accepted concept maps for
possible correction and improvement. Data on gain achievement scores were analyzed through 2-way ANOVA. Results
showed that the male and female students taught through concept mapping performed better than the students taught
through traditional teaching method. However male students taught through concept mapping performed significantly
better than the female students. It is therefore recommended that concept mapping should be used in elementary classes
for teaching general science. Concepts maps may also be incorporated in the textbooks of science subjects at the school
level.
Ahmad Bilal Cheema, Munawar S. Mirza. (2013) Effect of Concept Mapping On Students’ Academic Achievement, Journal of Research and Reflections in Education, Volume 7, Issue 2.
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