Effect of Individualised Creative Mapping on Students’ Conceptual Understanding and Sustained Knowledge in Biology
Journal: Interdisciplinary Journal of Education Research (Vol.1, No. 1)Publication Date: 2019-06-20
Authors : Babafemi G. T; Adewumi A. O.;
Page : 14-24
Keywords : Sustained knowledge; Creative map construction; Conceptual understanding; Gender; Biology;
- Effect of Individualised Creative Mapping on Students’ Conceptual Understanding and Sustained Knowledge in Biology
- THE EFFECT OF PROBLEM BASED LEARNING IN STUDENTS CRITICAL THINKING OF FUNGI BIOLOGY COURSE USING CONCEPT MAPPING TECHNIQUE
- THE EFFECTIVINESS OF BIOLOGY TEXTBOOK-BASED MNEMONIC STRATEGIES-ASSISTED METHOD MIND MAPPING AGAINST LEARNING RETENTION OF STUDENTS TO THE STUDY OF BIOLOGY IN SENIOR HIGH SCHOOL
- IMPROVING HIGH-SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH
- Effect of Metaconceptual Teaching Intervention on Students? Conceptual Understanding in Physics
Abstract
Sustaining national development, which emerges from science and technology activities, is not dissociated from effective science education. This connection is anchored on adequate understanding of the concepts and processes of science. The quest for comprehensive scientific understanding and sustained knowledge by citizens necessitated the need to examine the effect of innovative teaching strategies in this wise. This study examined the effect of individualised creative map construction on students' conceptual understanding and sustained knowledge in Biology. Four null hypotheses, tested at 0.05 level of significance, guided the study. A pretest-posttest delayed posttest control group, quasi-experimental design with 2×2 factorial matrix. Sixty-two biology students were purposively selected from two secondary schools as participants. The instruments used for the study were Biology Conceptual Knowledge Test (r=0.85) and Teachers' Instructional Guides on Mindmapping strategy. Data were analysed using Analysis of Covariance and Estimated Marginal Means. The results revealed that treatment had a significant main effect on students' conceptual understanding (F(1,57) =50.67; p<0.05, partial η2 = .47) and sustained knowledge in biology (F(1,57) = 31.26; p<0.05, partial η2 = 0.082). Treatment and gender had no interaction effect on students' conceptual understanding and sustained knowledge in Biology with p>0.05. The study concluded that individualised creative map construction had significant positive effect on students' conceptual understanding and sustained knowledge in biology than lecture method. It was recommended that teachers and curriculum developers should employ creative cognitive maps which enable the students to plan, coordinate and regulate their learning to enhance improvement in biology learning and sustain scientific concepts for future generation
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