The Efficacy of Concept Mapping Instructional Strategy in Remedying Students' Problem-Solving Difficulties in Stoichiometry

Gongden, Ephraim Joel; Delmang, Tabitha Kamji

doi:10.4314/afrrev.v10i2.9

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…The pedagogical implication of this finding is that concept map graphic organizer can be used in classrooms that have both male and female students. This finding is consistent with that of Gongden and Delmang (2016) who reported that there was no significant difference in the performance of male and female students' when taught chemistry using concept mapping instructional strategy.…”

Section: Research Questionsupporting

confidence: 91%

“…Contrarily, Veloo, Lee, Seung, (2015) submitted that male students achieved better in chemistry than their female equivalents. However, Gongden and Delmang (2016) and Chawla and Singh (2015) posited that male and female students do not differ in their achievement in chemistry when taught using concept map. Hence, there is no conclusive evidence on the influence of gender on students' achievement in chemistry especially in the use of graphic organizers.…”

Section: Figure 1 Forms and Patterns Of Advance Organizersmentioning

confidence: 98%

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Comparative Effect of use of Graphic Organizers on Students’ Learning Outcomes in Organic Chemistry

Imam¹,

Olorundare²

2023

Unnes Sci Edu J

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The purpose of this study is to determine the comparative effectiveness of the use of concept map and mind map graphic organizers on students’ learning outcomes in organic chemistry. This research adopted a quasi-experimental design involving a 3X2 pre-test post-test non-randomized and non-equivalent control group design. The study is premised on the dual coding theory of cognition, and involved 183 respondents whom were purposively selected from three intact classes. Data for the study was gathered through an organic chemistry achievement test whose reliability was determined through a test retest method and a reliability index of 0.74 was obtained. Data was analyzed using t-test and Analysis of Covariance. Findings show that there was a significant difference between the achievement of students taught organic chemistry using concept map graphic organizers and those taught with the mind map graphic organizer (F(1,118)= 7.04, p<.05). Using t-test statistics, findings also indicated that there was no significant difference in the achievement of male and female students when exposed to either concept map (t(75)= .47, p = .63) or mind map graphic organizer (t(42)= .64, p = .52). Hence, it was concluded that mind map is a more effective tool for learning organic chemistry when compared to the concept map. Irrespective of students’ gender, either of concept map or a mind map can help improve students’ achievement in organic chemistry.

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Section: Research Questionsupporting

confidence: 91%

Section: Figure 1 Forms and Patterns Of Advance Organizersmentioning

confidence: 98%

Comparative Effect of use of Graphic Organizers on Students’ Learning Outcomes in Organic Chemistry

Imam¹,

Olorundare²

2023

Unnes Sci Edu J

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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

Anastasiou,

Wirngo,

Bagos

2024

Educ Psychol Rev

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This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.

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The potency of culture, technology, and context in a biology classroom: Culturo-Techno-Contextual Approach in action

Adam,

Lameed,

Owolabi

et al. 2024

International Journal of Science Education

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The Efficacy of Concept Mapping Instructional Strategy in Remedying Students' Problem-Solving Difficulties in Stoichiometry

Cited by 4 publications

References 12 publications

Comparative Effect of use of Graphic Organizers on Students’ Learning Outcomes in Organic Chemistry

Comparative Effect of use of Graphic Organizers on Students’ Learning Outcomes in Organic Chemistry

The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

The potency of culture, technology, and context in a biology classroom: Culturo-Techno-Contextual Approach in action

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