Comparing concept mapping and traditional methods in teaching some selected topics in biology at Senior High School level in Ghana

Abstract

The purpose of this study was to compare the concept mapping approach which is based on constructivist theory to the traditional method of teaching biology in senior high schools. Two intact classes were randomly selected from five co-educational senior high schools offering elective biology in the New Juaben Municipality. The design used was the pretest post nonequivalent quasi design. The sample size was 105 students. The experimental group consisted of 51 students while the control group consisted of 54 students. The students in the experimental group were instructed with concept mapping while the control group were instructed with the traditional method. Both groups were taught the same content which was on photosynthesis and internal respiration. Means, standard deviations, frequencies, Mann Whitney U, independent sample t-test, paired sample t-test, one way MANOV A, two _ way ANOVA, and Pearson's Product Moment Coefficient correlation and thematic content analysis were used to analyse the data. The results indicated that those instructed with concept mapping did better than those instructed with traditional method. The result also revealed that both males and females constructed concept maps alike. Also those exposed to concept mapping showed positive perception towards concept mapping. It has been recommended that concept mapping method should be encouraged in many biology classes at the SHS. Much attention should be given to students concerning analysis and other high order cognitive level questions.