Effect of Concept Mapping Strategy on Achievement in Chemistry of IX Graders in Relation To Gender

doi:10.21275/v4i12.nov151817

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…Soltani et al (2012), Demirkol (2014), Ceylan andKesici (2017), andAl Bataineh et al (2019) all confirmed that blended learning is superior to traditional learning. Similarly, Ghazizadeh and Fatemipour (2017), Oweis (2018), Hijazi and AlNatour (2020), Sharma and Sharma (2020) confirmed the current results. Recent studies from 2022, such as Apsari and Parmawati (2022), Fardin et al (2022), Mohamed (2022), andMiraei Mohammadi et al (2022), all validated the findings where statistically significant differences existed favouring blended learning over traditional face-to-face learning.…”

supporting

confidence: 89%

“…International Journal of Instruction, April 2023 • Vol.16, No.2 Traditional or face-to-face learning environments have been chastised for promoting passive learning, failing to address higher-order thinking skills, and failing to account for individual differences and needs (Sharma & Sharma, 2020, Magableh & Abdullah, 2021. Face-to-face instruction and feedback are combined with online instructions and feedback in blended learning.…”

Section: The Effect Of Blended Learning On the Primary Stage Efl …mentioning

confidence: 99%

“…In today's age of technological innovation and globalisation, Sharma and Sharma (2020) claim that blended learning appeals to educators all around the world. There is a rising need and demand to meet the demands of a diverse variety of students and to create engaging and relevant learning experiences for EFL students (Miraei Mohammadi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

AlManafi¹,

Osman²,

Magableh³

et al. 2023

INT J INSTRUCTION

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The purpose of this study was to look at the impact of blended learning methodologies on the reading comprehension achievement of Libyan EFL primary school pupils. To achieve this purpose, a quasi-experimental two-way betweengroup factorial design was used. A total of 120 Libyan EFL respondents from four different schools were randomly assigned to one of the two groups. The experimental group (N=60) consisted of 30 males and 30 females who were given reading comprehension education in general English understanding as well as blended learning materials created by the researchers. However, 30 males and 30 females in the control group (N=60) acknowledged typical classroom training grade 9 textbooks. Both groups were assessed in their reading comprehension EFL achievement before and after the intervention using an achievement English test, and their scores were compared using inferential statistics of the independent sample t-test, paired sample t-test, and the factorial between two groups ANCOVA, all of which were performed in SPSS V.27. According to the finding, blended learning has a statistically significant positive effect on improving reading comprehension in EFL students, with a considerable effect size between groups. Furthermore, in the case of blended learning, no statistically significant interaction impact between teaching modality and gender was discovered. In Libyan EFL schools, blended learning can be used to improve reading comprehension.

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supporting

confidence: 89%

Section: The Effect Of Blended Learning On the Primary Stage Efl …mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

AlManafi¹,

Osman²,

Magableh³

et al. 2023

INT J INSTRUCTION

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“…On the other hand, the results showed that the concept map learning strategies are more effective (Chawla, 2015;Tarkashvand, 2015;Chiou et al, 2017). Other research results also showed that the concept map learning strategies are better than the conventional learning strategy in increasing attitudes towards science (Karakuyu, 2010), learning motivation (Hwang, Which is More Effective, a Mind Map or a Concept Map ... Shi, & Chu, 2011), critical thinking skills (Lestari, Saryantono, Syazali, Saregar, Madiyo, Jauhariyah, & Umam, 2019), and learning interest (Lestari et al, 2019).…”

Section: Which Is More Effective a Mind Map Or A Concept Map Learning Strategy?mentioning

confidence: 98%

Which Is More Effective, a Mind Map or a Concept Map Learning Strategy?

Redhana

Widiastari

Samsudin

et al. 2021

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A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.

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“…More so, concept mapping attracts student's attention, motivates them, facilitates recall of information and hence, enhances their achievement. Jaya (2015) asserted that to be successful in learning; students have to take the passion of knowledge actively by seeking expert conceptual linkages between new concepts and those they already possess. Concept learning breaks down the task to be learned into smaller units.…”

Section: Discussionmentioning

confidence: 99%

Towards Enhancement of Students Achievement in Physics Using Concept Mapping Strategy and Guided Discovery Method

Bileya

2022

Innovare J Edu

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This study investigated the relative effectiveness of Concept Mapping Strategy (CMS) and Guided Discovery Method (GDM) in enhancing students achievement in Physics. Gender influence on students achievement was also examined. A total of one hundred and fifteen (115) secondary school Physics students were involved in the study; the research work was carried out in the Wukari Education Zone of Taraba State. This research work adapted a quasi-experimental research design involving pre-test and post-test. Three research questions and three hypotheses were raised. Physics Achievement Test (PAT) was used for data collection. The items of PAT were subjected to item analysis. The reliability coefficient of the instrument was obtained using Kuder-Richardson 20 formula is .8. Mean and standard deviation was used to answer the research questions, while Analysis of Covariance was used to test the hypotheses formulated at .05 significance level. From the analysis, it is revealed that a statistically significant difference exists in the mean academic achievement scores of students taught physics using CMS and those taught using GDM in favor of CMS. Gender differences are not statistically significant in the mean academic achievement scores for both CMS and GDM groups. It is evident from the findings of this study that the use of CMS could provide a good way for students to learn Physics. It is recommended, based on the findings of the study, that Physics teachers should be encouraged to use a CMS while teaching Physics concepts to actively involve the students in identifying relationships in concepts. Government should utilize the services of various professional bodies like the Science Teachers Association of Nigeria (STAN) in collaboration with the Nigeria Educational Research and Development Centre (NERDC) to organize seminars, workshops, conferences, in-service training and symposia to inform and train physics teachers on the use of innovative teaching method especially concept-mapping.

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Effect of Concept Mapping Strategy on Achievement in Chemistry of IX Graders in Relation To Gender

Cited by 4 publications

References 6 publications

The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

Which Is More Effective, a Mind Map or a Concept Map Learning Strategy?

Towards Enhancement of Students Achievement in Physics Using Concept Mapping Strategy and Guided Discovery Method

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