Niger Delta Journal of Education [NIDJOE) Vol. 3 No. 1
EFFECT OF CONCEPT MAPPING ON THE TEACHING OF DIFFICULT CONCEPTS IN
BIOLOGY AMONG NCE STUDENTS IN
CRS COLLEGE OF EDUCATION, AKAMKPA
By
Ushie, Francis Odey
Abstract
This study Investigated the effects of concept mapping on achievement In Biology among
NCE II Biology students. A quasi-experimental non-equivalent control group design
involving two groups were used. A sample of 134 NCE II Biology students from one
Intact class of NCE II Biology In Cross River State College of Education, Akamkpa was
assigned to two (Experimental and Control). A Biology Achievement Test (BAT) with
reliability coefficient of 0.97 was used to measure the students' achievement test before
and after treatment. Analysis of data collected was done using mean, standard deviation
and Independent t-test computations. Results showed that concept mapping Instructional
technique was significantly more effective In Increasing Biology students' achievement
than the conventional method, was significantly higher In students taught Biology with
concept mapping than those taught without It. The implications of these findings were
discussed with relevant recommendations made.
Background to the study
One of the greatest challenges confronting teaching and learning had been the
use of inadequate techniques to foster understanding of difficult concepts (Okafor &
Okeke, 2006). Students' lack of understanding of difficult concepts In Biology has
overtime resulted to poor performance In SSCE and NECO examinations (Okafor &
Okeke, 2006).
Studies have shown that a good number of topics In Biology contain some
concepts which pose difficulty for Biology students. Among these are Genetics, Ecology
and Digestion (Okafor & Okeke, 2006). When concepts In these areas are not
meaningfully understood by students, they tend to shy away from answering questions
set on them during senior secondary certificate examination (SSCE), and sometimes
perform poorly in these areas at SSCE (WAEC Chief Examiner's annual report 2010,
2011 &2012).
This has prompted series of research In science education In Nigeria to seek
better ways of teaching Biology In order to maximize meaningful learning and to Identify
causal variables for repeated failure (Okafor and Okeke, 2006).
Insplte of efforts through research Into strategies to improve performance In
Biology; the WAEC Chief Examiners' year annual reports (Chief Examiners' Report West
African Examinations Council, 2010, 2011 and 2012) have continued to highilght
students' weakness in answering questions relating to difficult concepts in areas such as
Genetics, Ecology and Digestion. Such weakness indicates students' inability to
comprehend or represent concepts in tables, graphs and diagrams.
The use of concept mapping by teachers may promote meaningful understanding
of difficult concepts and performance in Biology. It has been shown that concept
mapping has a great potential in enhancing students' understanding of difficult concepts.
Concept mapping Is a pedagogical strategy/metacognitlve tool based on Ausubel 85!: .
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Niger Delta lournal ofEducation CNIDJOE) Vol. 3 No.
Novak - Gowin theory of meaningful learning (Ausubel, Novak and Hanesian, 1978;
Novak and Gowin, 1984). Concept mapping was developed from Ausubel (1968),
assimilation theory of cognitive learning. It encourages students to learn difficult
concepts. .Concept mapping is based on the idea that meaningful learning occurs when
new knowledge is consciously, explicitly and deliberately linked with relevant concepts
which the learner already knows. That is, teaching from known to unknown concepts and
from concrete to abstract concepts.
This study is anchored on Gagne's hierarchical task analysis theory. Gagne
(1985) hierarchical task analysis theory states that knowledge can be acquired by any
learner who possesses certain pre-requisite pieces of knowledge which have their pre
requisites in turn. Each capability may be reached after achieving several sub-tasks
which together from what Gagne referred to as learning hierarchies, each of which is
related to the others in hierarchical fashion. The learning hierarchies are:
(1.)
Signal learning: This is defined as the acquisition of involuntary behaviours
through a process of conditioning.
(2.)
Stimulus response learning: This is the formation of a single bond between
stimulus and a response.
(3.)
Chaining: Gagne defines chaining to involve formation of stimulus-response
sequences known as chains. The sequential linking of two or more previously
learned associations strengthens the connecting contiguity and this leads to
the acquisition of the chain.
(4.)
Verbal association: This is similar to chaining. Hence, both ofthem involve the
formation of a chain. The difference is that verbal association involves
formation of verbal chains. The acquisition of any complex motor skill
exemplifies Gagne's chaining whereas developing the ability to use words in
sequence illustrates verbal association.
(5.)
Discrimination learning: This involves the ability to differentiate among inputs
in order to respond correctly to them.
(6.)
Concept learning: This involves incorporated presentation of stimulus situation
leading to the learning of the conceptual process.
(7.)
Rule learning: Gagne defines a rule as a chain of two or more concepts. It is a
chain that enables an individual to respond to different situations in similar,
rule-regulated way.
(8.)
Problem solving: This involves "the thinking out" of a solution to a problem by
combining old rules In order to form new ones. A condition necessary for
problem solving is the presence of the appropriate rules in the learner's
repertoire.
The implication of this theory to the present study is that teaching difficult
concepts in Biology requires pre-requisite exposure of students to simple concepts before
proceeding to teach difficult ones. Hence, it will give them pre-requisite skills or
capabilities to acquire the needed complex skills of concept mapping. In the same vein,
learning difficult concepts in Biology must be duly analyzed, so that the relevant
components are identified. The identified components must also be organized in a
hierarchy and presented in a manner that would ensure easy comprehension and
meaningful learning.
^Statement of the problem
There had been a continuous poor academic achievements of students in science
subjects generally and Biology in particular. Senior Secondary School Certificate
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Niger Delta Journal of Education (NIDJOE) Vol.3 No. 1
Examination conducted by West African Examination Council (WAEC) and National
Examination Council (NECO) between 2009 and 2013 has consistently revealed poor
achievement In Biology. This raises doubt on the efficacy of the teaching techniques and
strategies used by Biology teachers in schools.
There is need therefore to explore other ways of presenting Biology concepts that
are difficult to the students to enhance meaningful understanding and academic
achievement. Thus, the problem of this study is: what could be the effects of concept
mapping strategy on students' understanding of difficult concepts in Genetics, Ecology
and Digestion? To what extent will concept mapping strategy improve students'
achievement? This is the main question which this study sought to answer.
Population of the study
The population of the study consisted of all NCE II biology students in Cross River
State College of Education, Akamkpa. The population size was two hundred and twentytwo (222) students. Out of this population, a sample size of one hundred and thirty four
(134) students representing sixty percent (60%) of the total NCE II Biology Students in
Cross River State College, Akamkpa.
Purpose of the study
The main purpose of this study is to investigate the effect of concept mapping
strategy on the teaching of difficult concepts in Biology. This study specifically sought to
determine;
i.)
Efficacy of concept mapping strategy on students' achievement in some
identified difficult Biology concepts.
Research Question
To facilitate the investigation of this study, one research question was posed:
i.)
To what extent do the mean achievement of students taught Biology
concepts using concept mapping strategy differ significantly from those
taught using conventional method?
Research hypothesis
One null hypothesis was formulated to guide the study.
Hoi:
There is no significant difference in the mean achievements of students taught
Biology using concept mapping strategy and those taught using conventional
teaching method.
Significance of the study
Teachers would acquire the skills of constructing concept maps for any given
topic.
Hopefully, learners may appreciate the role concept maps play in their
understanding of difficult concepts in Biology.
It could help school authorities to appreciate the role of concept maps in students'
understanding of difficult concepts and to encourage teachers to utilize it to enhance
their teaching activities.
Delimitation/Scope of the study
This study is limited to Biology students In the Cross River State College of
Education, Akamkpa. Three areas of Biology namely; ecology, genetics and digestion
were considered.
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NigerDelta Journalof Education (NIDJOE) Vol. 3 No. 1
RESEARCH METHOD
Area of study
This study was carried out in the Cross River State Coliege of Education, Awi Akamkpa. Awi is located along Calabar - Ikom Highway, 35 kilometres from Calabar, the
capital of Cross River State. Akamkpa Local Government Area is bounded in the North by
Biase Local Government Area; in the East by the Republic of Cameroon and the South
and West by Odukpani Local Government Area respectively. The common languages
spoken in the area are Ejagham, Efik, pidgin and Engilsh. The common occupations are
farming, civil service, quarrying businesses and artisans.
Design
A quasi experimental design was used for this study. The design involved pretestpost test control group.
Instrumentation
The instrument used for the study is Bioiogy Achievement Test (BAT). It
contained fourty (40) muitiple choice objective items on a five response format. Each
item has four distracters and one correct answer. Every correct answer In each
instrument attracted one mark and wrong answer zero mark. The maximum marks for
aii the fourty items in each instrument was 40 marks.
Sampling Technique
A quasi-experimentai non-equivaient control group design involving two groups
were used. A sample of 134 NCE II Bioiogy students from one intact class of NCE II
Biology in Cross River State Coliege of Education, Akamkpa was assigned to two
(Experimental and Control).
Validity of instrument
Validity of a research instrument refers to the extent to which an instrument
measures what it is designed to measure. In this study, two types of validity were
ensured. These are face and content validity. Face validity refers to the outward
appearance of the test. It seeks to indicate if the test items appear to take care of
relevant content on which the test; is based. In the same vein, the content validity refers
to the degree which items on a test adequately capture or cover the content the test is
designed to measure (Joshua, 2005).
The face validity of the Bioiogy Achievement Test was ensured by using experts in
Test, Measurement and Evaluation in Cross River State College of Education, Akamkpa.
The experts examined the items in the instrument to ascertain their appropriateness.
Those items that were found unsuitable were excluded, while those found appropriate
were allowed.
The BAT was constructed based on the NCE scheme of work on Genetics, Ecology
and Digestion. The items were further given to two senior colleagues in the department
of Biology In the same college for scrutiny. Their various inputs were respectively
included in the final instrument produced.
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Niger Delta Journal of Education (NIDJOE) Vol.3 No. 1
Reliability of the instrument
Reliability refers to the degree of consistency that an instrument shows in
measuring what it purports to measure. In this study, the reliability of the instrument
was obtained after administering the instrument to fifty NCE II Biology students outside
the main study group. The Kuder Richardson formula KR20 estimate of internal
consistency for the BAT was calculated at 0.97. The estimate obtained was high enough
to justify the use of the instrument for the study.
Treatment
The study was carried out during the First Semester of 2013/2014 academic
session. This covered a period of eight weeks (2 months) for both experimental and
control groups. Each of the Biology lectures took 2 hours per week.
The subjects were given pre-test prior to treatment to obtain a baseline for
measuring cognitive gained after experimental treatment. The pretest scores gave a hint
on the entry behavior as well as skills possessed by the subjects with respect to the
dependent variable (achievement) before commencement of treatment.
The post-test was administered one week after the experimental treatment.
Similar instrument was used for both pre-test and post-test but with minor changes in
serial numbering of test items and response options. This was to guide against subjects
becoming test wise.
The research assistants were required to administer the pre-test to both
experimental and control groups without prior information to the subjects and without
providing immediate answers to the test items. The post-test was administered at the
end of experimental treatment.
Attendance record was kept for the subjects, and only those who received at 75%
of the instructions had their scripts marked. The scores obtained were analyzed using
independent t-test.
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Examples of Concept Maps
Fig 1: A concept map on Heredity, Heritable and Non-heritable characters.
Heredity
i
Deals with
i
Transmission of
characters from
parents to offspring
T
Types of heredity
Non-heritable
characters
Heritable
characters
Characters are not
present in genes
Characters are
present in genes
Examples
\
Deafness due tc
accident or dlsea;
Loss of eye due to Loss of any leg due to
5x Albinism Colour Size Height Biood group^
accident or disease
Adapted from Ushie, F. O. (2014)
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Niger Delta Journal ofEducation (NIDJOE) Vol. 3 No. 1
Fig. 2:
Concept Map on Ecology
Ecology
r
Deals with study of
Abiotic factors
Blotic factors
These are
These are
Soil, Temperature, Rainfall,
Plants and Animals
Pressure, etc.
PresentatioB of Res
Grasses, Talinum Ants Rats ffephant Lion MmUmdifc
triangulare
Humus Clayey ui«k
soil
Soil
iJr..
iV
u- u
Temp. Temp. Humidity Humidil
Adapted from Ushie, F. O. (2014)
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Niger Delta Journal ofEducation (NIDJOE) Vol. 3 No. 1
The Independent t-Test, mean and standard deviation were the statisticai tooi
used in anaiyzing the data.
Table I:
Independent t-test comparison of mean gain scores for experimentai and
controi groups
Mode of
No of
instruction
students
Mean
SD
t
Concept mapping
76
15.1447
7.4184 7.813
Conventional
58
6.8621
3.6344
df
132
Sig (2-
Mean
Tailed)
difference
.001
8.2827
From table I above, it is observed that the mean gain scores of NCE II Biology
students taught genetics, ecology and digestion using concept mapping and of those
taught using conventional methods were 15.1447 and 6.8621 respectively. While
standard deviation for the two groups were 7.4184 and 3.6344 respectively, t-value was
7.813.
This result implies that there is a positive significant difference between using
concept mapping teaching technique and the conventional methods of teaching.
Discussion of Results
From the results of the study, it is apparent that the mean academic achievement
of the NCE II Biology students taught Biology using concept mapping and using
conventional method are 15.1447 and 6.8621 respectively, while t-value is 7.813. The
results showed that application of concept mapping significantly facilitated better
understanding of difficult concepts in genetics for experimental group than for control
group.
This finding is in agreement with the finding of Jegede, Alaiyemoia and Okebukola
(1990), that students taught with concept mapping scored significantly higher than the
controi group. It equally agrees with Obianor's (1997) finding that concept mapping
increased learning outcome and concept attainment for experimentai group more than
the control group.
Consequent upon these findings, therefore, concept mapping is significantly a
very useful instructional technique for increased meaningful understanding of difficult
concepts.
Recommendations
1.
^
The Federal and State Ministries of Education should make appropriate plans to
expose Biology teachers to training workshops on concept mapping in order to
update their techniques for improving teaching and learning of difficult concepts.
2.
There should be a weil-pianned training programme on concept mapping in
teacher preparation levels, that is, at all levels of education programmes which
include Diploma, NCE, Degree and Post degree levels.
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Conclusion
Atruly committed teacher is expected from time to time, to seek for better ways
of improving teaching and learning of difficult concepts. One of the ways could be
through engaging students in concept mapping participatory activities. This will enable
students learn more meaningfully, for increased performance in their academic
programmes. This will further enable students pursue science-related courses for
increased scientific and technological advancement of our nation. Engagement of
students in concept mapping participatory activities equally enable them to develop
proper scientific skills, knowledge, attitude and values, which they can apply presently
and in future for sustainable living.
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