COMPUTER-BASED CONCEPT MAPPING: A COGNITIVE TOOL FOR ENHANCING ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL BIOLOGY STUDENTS IN ZARIA, NIGERIA
Abstract
in the field of science education to help students in understanding basic
concepts and relationships between them. It was carried out in Zaria
Educational Zone. The study employed quasi-experimental design without
control group. A sample of one hundred and twenty-five Senior Secondary
Two (SSII) students from intact classes in three co-educational schools was
drawn from the population of six thousand and eighty-one students. The
sample comprised of fifty-three males and seventy-two females. The three
experimental groups were taught Human Circulatory system for a period of
six weeks. using Construct-on-Scaffold, Construct-by-Self and Paper-and-
Pencil strategies respectively. The instruments used for data collection were
“Circulatory System Concept-Mapping Tests”. Instruments were validated by
experts. Cohen’s Kappa was used to calculate Inter-Rater Reliability (IRR) for
scoring the Construct-on-Scaffold, Construct-by-Self and Paper-and-Pencil
concept-mapping tests to be 0.80, 0.60 and 0.70 respectively. Means, standard
deviations, Analysis of Variance, Tukey’s and Z-test statistics were tested at
P≤0.05. Results showed that the Impact of the three Concept-mapping
strategies on the performance of students in Biology was significant
(P=0.003<0.05). Students in COS Strategy performed better than CBS and
PAP strategies. Male and female students in the CBCM strategies did not
differ significantly in their mean rubric scores (P=0.14˃ 0.05). Based on these
findings, it was recommended that Biology teachers should adopt the
Construct-on-Scaffold Concept-Mapping Strategy as a useful tool for teaching
students how to construct their own concept maps.
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