Concept Mapping As a Study Skill: Effects on Students Achievement in Biology

Patrick, Ajaja O.

doi:10.31901/24566322.2011/03.01.07

Cited by 11 publications

(26 citation statements)

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“…The concept map that serves as a summary of the lesson helps students organise their thoughts after reading. Students who manage to generate a concept map will be better at identifying one concept after another, which they obtain from the reading text (Nesbit & Adesope, 2006;Patrick, 2011).…”

Section: Concept Mappingmentioning

confidence: 99%

“…Concept mapping is a practical method to monitor students' learning progress (Vanides et al, 2005). Patrick (2011) states that concept maps help students improve and summarise subject matters. Guastello, Beasley, and Sinatra (2000) believe that concept mapping is vital for low achievers because many of them lack prior knowledge of content topics.…”

Section: Concept Mappingmentioning

confidence: 99%

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Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

Zubaidah

Mahanal

Sholihah

et al. 2020

CEPSj

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The main aim of this study was to investigate the effects of the Remap RT (Reading – Concept Mapping – Reciprocal Teaching) learning model on low-ability students’ achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students’ achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that 1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; 2) students with high academic ability had better academic achievement than students with low academic achievement; and 3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving low-ability students’ achievement in biology.

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Section: Concept Mappingmentioning

confidence: 99%

Section: Concept Mappingmentioning

confidence: 99%

Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

Zubaidah

Mahanal

Sholihah

et al. 2020

CEPSj

View full text Add to dashboard Cite

show abstract

“…This can be achieved by increasing the availability of multiple perspectives of knowledge that can be discovered and used for transcending the epistemic confusion lying beneath the seemingly coherent curriculum, which actually limits the impact of university teaching and creates the impression that universities are not for studying (Kinchin, 2015). Patrick (2011) conducted a study on whether concept maps might improve the success of students in tests. The study was conducted after noticing that both high school and university students have a very poor knowledge of biology.…”

Section: Discussionmentioning

confidence: 99%

The Application of Concept Maps in the Teaching of Pollination and Pollinators in Elementary School

Stanisavljević

Bunijevac

Stanisavljević

2017

JBSE

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Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology. Keywords: concept maps, programme content, pollination, pollinators.

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“…Setelah itu di akhir proses pembelajaran siswa kembali diminta untuk menyempurnakan peta konsep yang telah dibuat sebelumnya. Patrick (2011)…”

Section: Pendahuluanunclassified

Reading-Concept Map pada Pembelajaran Numbered Head Together (NHT) untuk Meningkatkan Hasil Belajar Biologi Siswa

Sura

Syamsiah

Bahri

2020

BTL

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Abstract. This research aims to determine whether there is influence of the Remap Coople NHT model on student learning outcomes. The independent variables in this study are Remap Coople NHT and direct instructional learning with lecture method, while the dependent variable is learning outcomes of students. The population in this study were all students of class XI MIA SMA Negeri 1 Palopo which consisted of 6 classes. The research sample was selected by random sampling technique, namely XI MIA 1 as an experimental group with 30 students and XI MIA 2 as a control group with 30 students. Data retrieval method is by using a written test in the form of multiple choice questions totaling 20 numbers in accordance with the learning objectives. The collected research were analyzed using descriptive statistics and inferential statistics. The results showed that there was an effect of the application of the Remap Coople NHT model on the learning outcomes of students in SMA Negeri 1 Palopo. Keywords: remap coople nht, direct instructional, learning outcomes

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Concept Mapping As a Study Skill: Effects on Students Achievement in Biology

Cited by 11 publications

References 0 publications

Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

The Application of Concept Maps in the Teaching of Pollination and Pollinators in Elementary School

Reading-Concept Map pada Pembelajaran Numbered Head Together (NHT) untuk Meningkatkan Hasil Belajar Biologi Siswa

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