Effects of Concept Mapping Based Instruction on Students’ Achievement in Physics in Public Secondary Schools, Nairobi County, Kenya
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Date
2015-07
Authors
Otieno, Wasonga V.
Twoli, N. W.
Waweru, Gichuhi
Journal Title
Journal ISSN
Volume Title
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Abstract
Candidates’ responses to a large extent show partial concept development (KNEC, 2006).
The purpose of this quasi-experimental study using pre-test and post-test with control and
experimental groups was to determine if combining instructional concept mapping (ICM) and
conventional instructional techniques (CIT) would improve students’ achievement in physics.
Validated instruments were used to gather data on students learning achievements in physics,
role of physics teacher and student, and challenges encountered in ICM and CIT lessons.
Analysis of data was done using both descriptive and inferential statistics. It was found that
students in the concept mapping group were more participative in class and obtained a
statistically significant higher mean gain on the physics test compared to the non-concept
mapping class, with p < 0.05. It was concluded that generating instructional concept maps is
an effective teaching and learning tool for developing physics concepts.
Keywords: Instructional concept mapping, Conventional, Improve, Achievement
Description
Presentation
Keywords
Instructional concept mapping, Conventional, Improve, Achievement
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015