Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia
The study examined the effectiveness of concept mapping in improving students’ academic performance using an embedded mixed-methods design. It involved Srinka Secondary School’s grade 10 biology teacher, students, and department head in the study and gathered data from them by using biology achievem...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2024-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2426109 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849221407503810560 |
|---|---|
| author | Mollaw Abraha |
| author_facet | Mollaw Abraha |
| author_sort | Mollaw Abraha |
| collection | DOAJ |
| description | The study examined the effectiveness of concept mapping in improving students’ academic performance using an embedded mixed-methods design. It involved Srinka Secondary School’s grade 10 biology teacher, students, and department head in the study and gathered data from them by using biology achievement tests, interviews, and focus group discussions. The collected data was analyzed quantitatively and qualitatively, and it revealed that concept mapping was more effective in teaching cell division than the lecture method, but challenges include practitioners’ lack of background experience, time constraints, students’ absenteeism, and weak teacher support, which affected concept mapping implementation. Training practitioners, learners’ regular attendance and use of context-based materials, time management, and teachers’ artistic teaching approaches were suggested as solution strategies. Therefore, responsible bodies are required to create a conducive instructional environment that can scale up practitioners’ concept mapping and practice initiatives. |
| format | Article |
| id | doaj-art-e0e983f6e65b4cd6adf7eadbae585f3e |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-e0e983f6e65b4cd6adf7eadbae585f3e2024-11-13T17:33:12ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2426109Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-EthiopiaMollaw Abraha0Department of Pedagogical Science, Woldia University, Woldia Town, EthiopiaThe study examined the effectiveness of concept mapping in improving students’ academic performance using an embedded mixed-methods design. It involved Srinka Secondary School’s grade 10 biology teacher, students, and department head in the study and gathered data from them by using biology achievement tests, interviews, and focus group discussions. The collected data was analyzed quantitatively and qualitatively, and it revealed that concept mapping was more effective in teaching cell division than the lecture method, but challenges include practitioners’ lack of background experience, time constraints, students’ absenteeism, and weak teacher support, which affected concept mapping implementation. Training practitioners, learners’ regular attendance and use of context-based materials, time management, and teachers’ artistic teaching approaches were suggested as solution strategies. Therefore, responsible bodies are required to create a conducive instructional environment that can scale up practitioners’ concept mapping and practice initiatives.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2426109Concept mappingeffectgenderscience learningsecondary schoolTeaching Assistants |
| spellingShingle | Mollaw Abraha Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia Cogent Education Concept mapping effect gender science learning secondary school Teaching Assistants |
| title | Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia |
| title_full | Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia |
| title_fullStr | Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia |
| title_full_unstemmed | Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia |
| title_short | Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia |
| title_sort | effects of concept mapping on students science learning secondary schools of habru woreda amhara region ethiopia |
| topic | Concept mapping effect gender science learning secondary school Teaching Assistants |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2426109 |
| work_keys_str_mv | AT mollawabraha effectsofconceptmappingonstudentssciencelearningsecondaryschoolsofhabruworedaamhararegionethiopia |