EFFECT OF CONCEPT MAPPING ON ACADEMIC ACHIEVEMENT OF GRADE VIII STUDENTS IN SCIENCE

Abstract

Concept mapping functioned as an instructional technique to determine its effectiveness for improving General Science grades among Grade VIII students. The research design consisted of two groups from a government school where 57 female students received instruction. Experimental students numbered 29 and received teaching through concept mapping while control students consisted of 28 and learned through conventional methods. The achievement test for data collection was developed by the researcher and validated by experts before implementation. The KR-20 reliability analysis along with item testing confirmed its validity. Concept mapping education strategies enabled students to score better academically according to results obtained through independent t-test analysis. The strategy enabled students to understand science concepts better because it improved their conceptual understanding which results in better academic performance. The proposed research should expand to additional disciplines along with multiple learning environments.