Project – The effect of Concept mapping on students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone of Anambra State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Concept mapping is a pedagogical tool that has been increasingly utilized in various educational settings, including Biology classes in Senior Secondary Schools in the Awka Educational Zone of Anambra State. This teaching strategy involves the graphical representation of knowledge, which aids in the understanding and retention of complex concepts (Novak & Cañas, 2008). The use of concept maps in Biology education has been linked to improved student achievement, as it encourages active learning and promotes critical thinking skills (Nesbit & Adesope, 2006).

A study conducted by Ifeakor (2015) in the Awka Educational Zone of Anambra State found that students who were taught Biology using concept maps performed significantly better in their examinations compared to those taught using traditional methods. The study attributed this improvement to the ability of concept maps to simplify complex biological concepts and enhance students’ understanding. This finding aligns with the constructivist theory of learning, which posits that learners construct knowledge and meaning from their experiences (Jonassen, 1991).

However, the effectiveness of concept mapping in improving students’ achievement in Biology is not without controversy. Some studies have reported no significant difference in the performance of students taught with concept maps and those taught with traditional methods (Stoddart, Abrams, Gasper, & Canaday, 2000). These conflicting findings suggest that the impact of concept mapping on students’ achievement may be influenced by various factors such as the quality of the concept maps, the teacher’s proficiency in using this tool, and the students’ learning styles.

Despite these conflicting findings, the use of concept mapping in Biology education in the Awka Educational Zone of Anambra State has been generally well-received by both teachers and students. Teachers have reported that concept maps are useful in identifying students’ misconceptions and gaps in knowledge, while students have reported that concept maps make learning Biology more interesting and less daunting (Ifeakor, 2015).

Furthermore, while the effect of concept mapping on students’ achievement in Biology in Senior Secondary Schools in the Awka Educational Zone of Anambra State is still a subject of ongoing research, the existing literature suggests that this teaching strategy has the potential to enhance students’ understanding and retention of biological concepts. However, further research is needed to identify the conditions under which concept mapping is most effective and to develop best practices for its use in Biology education.

• Statement of the Problem

The problem of students’ underachievement in Biology in Senior Secondary Schools in Awka Educational Zone of Anambra State is a pressing issue that has been a subject of concern for educators, parents, and policymakers. Despite the importance of Biology as a subject, many students struggle to grasp its concepts, leading to poor performance (Nwagbo & Chukelu, 2011).

Concept mapping, a teaching strategy that visually represents relationships between concepts, has been suggested as a potential solution to this problem. However, there is a lack of empirical evidence to support its effectiveness in improving students’ achievement in Biology in this specific educational zone (Novak & Cañas, 2008).

The issue is further complicated by the fact that the implementation of concept mapping in the classroom is not straightforward. It requires teachers to have a deep understanding of the subject matter and the ability to guide students in creating meaningful connections between concepts (Nesbit & Adesope, 2006).

Moreover, the effectiveness of concept mapping may be influenced by various factors such as students’ cognitive abilities, learning styles, and motivation. These factors need to be taken into account when evaluating the impact of concept mapping on students’ achievement (Stull & Mayer, 2007).

Furthermore, the majority of studies on concept mapping have been conducted in Western contexts, raising questions about its applicability and effectiveness in other cultural and educational settings, such as the Awka Educational Zone of Anambra State (Chiu, 2018).

Furthermore, while concept mapping holds promise as a teaching strategy to improve students’ achievement in Biology, more research is needed to ascertain its effectiveness in the specific context of Senior Secondary Schools in Awka Educational Zone of Anambra State. This research gap underscores the need for a comprehensive study that will provide empirical evidence to guide educational practices in this region (Adeyemo, 2010).

• Aim and Objectives of the Study

The aim of the study is to examine the effect of Concept mapping on students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone of Anambra State. The specific objectives are:

1. To investigate the level of students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone.
2. To examine the extent of the use of concept mapping as a teaching strategy in Biology classes in the aforementioned schools.
3. To assess the impact of concept mapping on students’ understanding and retention of Biology concepts.
4. To compare the academic performance of students taught Biology using concept mapping and those taught using traditional methods.

• Research Questions

The research questions are buttressed below:

1. What is the level of students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone?
2. To what extent is concept mapping used as a teaching strategy in Biology classes in the aforementioned schools?
3. What is the impact of concept mapping on students’ understanding and retention of Biology concepts in Secondary Schools?
4. How does the academic performance of students taught Biology using concept mapping compare to those taught using traditional methods in Secondary Schools?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Concept mapping has no significant impact on students’ understanding and retention of Biology concepts.

H1: Concept mapping has significant impact on students’ understanding and retention of Biology concepts.

• Significance of the Study

The significance of this study lies in its potential to shed light on the effectiveness of concept mapping as a teaching strategy in Biology for Senior Secondary Schools in the Awka Educational Zone of Anambra State. The findings could provide valuable insights into the current level of students’ achievement in Biology and how teaching methods might be influencing these outcomes. This is particularly important given the critical role that Biology plays in students’ understanding of life sciences and their potential future careers in related fields.

Secondly, the study could contribute to the existing body of knowledge on teaching strategies in Biology education. By examining the extent of the use of concept mapping in Biology classes, the study could reveal whether this method is underutilized or overused, and how its usage correlates with students’ academic performance. This could guide educators in their decision-making process regarding the implementation of teaching strategies.

Thirdly, the study could have implications for curriculum development. If concept mapping proves to be a successful strategy for enhancing students’ understanding and retention of Biology concepts, curriculum developers might consider incorporating it more prominently into the Biology curriculum. This could lead to a more engaging and effective learning experience for students.

Fourthly, the study could also be significant for teacher training. If the findings suggest that concept mapping enhances students’ achievement in Biology, teacher training programs might need to equip future teachers with the skills to implement this strategy effectively. This could potentially improve the quality of Biology education in the region.

Fifthly, the study could benefit the students themselves. If concept mapping is found to be effective, students could be encouraged to use this strategy not only in Biology but also in other subjects. This could enhance their overall academic performance and learning experience.

Lastly, the study could have broader implications for education policy. If concept mapping is found to significantly improve students’ achievement in Biology, policymakers might consider promoting its use across schools in the region. This could contribute to improving the overall quality of education and student outcomes in the Awka Educational Zone of Anambra State.

• Scope of the Study

The study examines the effect of Concept mapping on students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone of Anambra State.

• Operational Definition of Terms

1. Effect: This refers to the result or outcome of a particular action or event. In the context of your study, it refers to the impact or change that concept mapping has on students’ achievement in Biology.
2. Concept Mapping: This is a teaching method that involves the graphical representation of knowledge. It is a visual tool that aids in the organization and representation of knowledge, helping students understand complex information.
3. Students: These are individuals who are engaged in learning, typically within a school or educational institution. In your study, they are the ones in Senior Secondary Schools in the Awka Educational Zone of Anambra State.
4. Achievement: This refers to something accomplished, especially by superior ability, special effort, or great courage. In an educational context, it often refers to the successful completion of something strenuous or the attainment of an academic goal, such as passing a test or course.
5. Biology: This is a natural science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions, physiological mechanisms, development, and evolution.
6. Senior Secondary Schools: These are educational institutions that cater to students typically between the ages of 15 and 18, equivalent to grades 10 through 12 in some countries. They prepare students for tertiary education or vocational training.

Project – The effect of Concept mapping on students’ achievement in Biology in Senior Secondary Schools in Awka Educational Zone of Anambra State.