Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies

Abstract

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

Fostering Students’ Academic Achievement in Physics through Graphic Organizer-Enhanced Learning Strategy

“…This means that the use of graphic organizer-enhanced learning strategy is gender sensitive with respect to academic achievement in physics of male and female students. The finding agrees with Bizinmana, et al (2020) that there was gender difference in the mean achievement scores of the students exposed to the cooperative mastery learning with higher achievement gain among the female students.…”

“…The finding agrees with Ivana, (2017) that there was significant difference between girls and boys mean score achievement in physics in favour of boys. However, the finding disagrees with Bizinmana, et al (2020) that male and female students taught using concept mapping showed equal gain in achievement in photosynthesis. The finding also disagrees with Mahmud and Nur (2015) that there was no significant difference in the mean scores of the male and female students' achievement.…”

Exploring the Impact of Enquiry-Based Instructional Strategies on Students’ Attitudes towards Biology

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“…Teaching methods play an important role in science to promote learning outcomes, where the attitude of learners helps students to manifest behaviours and interests in a particular subject (Adejimi et al, 2022). Nevertheless, teaching methods dominated by a teacher with teacher's demonstration and chalk and talk have been attributed to the main source of problems that affect students' learning outcomes, including negative attitudes towards science, including biology (Bizimana et al, 2022).…”

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