Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students' Performance in Chemistry

Autor/inn/en	Bamidele, E. F.; Oloyede, E. O.
Titel	Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students' Performance in Chemistry
Quelle	In: World Journal of Education, 3 (2013) 1, S.66-76 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Science Achievement; Achievement Tests; Chemistry; Foreign Countries; Pretests Posttests; Problem Solving; Secondary School Students; Concept Mapping; Instructional Effectiveness; Teaching Methods; Experimental Groups; Comparative Analysis; Science Tests; Scientific Concepts; Statistical Analysis; College Entrance Examinations; Quasiexperimental Design; Nigeria + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Chemie; Ausland; Problemlösen; Sekundarschüler; Concept Map; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Aufnahmeprüfung
Abstract	This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students' performance in the numerical aspect of Chemistry. The pre-test, post-test experimental design was used for the study. The population for the study comprised of all the Chemistry students in Senior Secondary School in Osun State of Nigeria. Students in Senior Secondary class two (SSII) in their intact classes from three schools in Ife-Central local government area of the state formed the sample of the study. The three schools were randomly assigned to the hierarchical, flowchart and spider concept mapping strategies. The instrument used for data collection was the Problem Solving Achievement Test in Chemistry (PSATC). Students in the three groups were taught using the three kinds of concept maps separately. The experiment lasted for five weeks after which a post-test was administered. The result of the study indicated that there was no significant difference in the performances of the students in the three groups with respect to the kind of concept map used. (F = 1.088; p > 0.05). This implies that the concept mapping strategies were not all that different in their superiority. They all produced a similar effect on the students with respect to their performance in Chemistry. However, it was found out that they enhanced the performance of students in their problem solving skills in Chemistry as already reported by research studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04