Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

Ajayi, Oluwatosin Victor; Angura, Terfa

doi:10.15580/gjer.2017.6.092417140

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…This finding coincides with the works of Ajaja (2011Ajaja ( , 2013, Martins-Omole et al ( 2016) who found in their separate studies that students exposed to learning photosynthesis by CM strategy, retained better than their counterparts in CTM. Also, the finding equally tallies with the work of Adeniran et al (2018), Ajayi andAngura (2017, Bawaneh (2019), Fatokun and Eniayeju (2014) who reported in their individual and collective studies that students taught Physics, Basic science, and Chemistry using CM, their retention ability are better enhanced than those taught with CTM. The considerable difference in mean retention scores between the CM and CTM groups could be ascribed to the fact that students in the CM group have actively participated in the teaching and learning process while creating concept maps, which may promote higher retention than students in the CTM group who were passively taught (Novak & Cañas, 2009).…”

Section: Discussionsupporting

confidence: 84%

“…Gender disparities in science education have long been observed, and they continue to exist today (Jia et al, 2020;Okorie & Ezeh, 2016;Stevenson et al, 2021). According to a recent research review, sex inequalities in student achievement still exist, and they are primarily related to the kind of teaching strategies used by teachers (Adeniran et al, 2018;Ajayi & Angura, 2017;Bot & Eze, 2016;Fatokun & Eniayeju, 2014;Kyado et al, 2019;Odutuyi, 2019;Sor et al, 2018;Uchegbue & Amalu, 2020). Given these variations, as well as disparities in how students learn biology, biology teachers must be aware of them and respond appropriately.…”

Section: Introductionmentioning

confidence: 99%

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

Bizimana¹,

Mutangana²,

Mwesigye³

2021

EUROPEAN J ED RES

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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.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

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

Bizimana¹,

Mutangana²,

Mwesigye³

2021

EUROPEAN J ED RES

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“…Research by Rosa and Orey (2011) and Ajayi et al (2017) underscores that the application of modules and ethnochemical learning approaches can enhance the effectiveness of classroom learning and elevate student learning achievements. This heightened engagement also positively influences the development of student competencies across cognitive, affective, and psychomotor domains (Febriana et al, 2014;Rahmawati et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools

Khatimah,

Chisbiyah

2024

J. Pendidik. Sains

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In contemporary education, the perceived difficulty of learning chemistry, attributed to its abstract nature, remains a challenge for many students. This difficulty is compounded by a notable lack of alignment between chemistry concepts and students' daily experiences, despite the inherent relevance of chemistry to their everyday phenomena. Building on previous research affirming the efficacy of ethnochemical modules in enhancing student learning and achievement, this study investigates the suitability of a STEM-based approach for chemistry education, particularly in vocational high school. The research methodology employs a literature study method, utilizing the PICO(T) framework for keyword selection. A rigorous review and analysis of 15 from 94 scientific papers were conducted to glean insights into the effectiveness of these pedagogical approaches. The literature synthesis emphasizing the importance of cultural relevance, interactive module design, and active learning strategies in shaping students' engagement and learning outcomes in chemistry education in vocational high school.

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“…Therefore, students do not adequately conceptualize the concept. Some of the reasons that contribute to students' difficulty in understanding biological concepts include the subject that comprises numerous abstract and complex relationships between and among concepts, the curriculum, which is overloaded, and the lack of teachers' pedagogical competence in the teaching and learning process (Ajayi & Angura, 2017;Angura & Abakpa, 2018;Cimer, 2012). Furthermore, the majority of teachers prefer the traditional teacher-centered approach to teaching biology concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the learner-centered teaching strategy is pertinent to biology instruction as it allows for the construction of meaningful knowledge and hands-on learning by encouraging students to interact with materials and specimens. Some of the innovative teaching approaches that have come up after research and have proved successful in learning biology in particular and science, in general, include project methods, problem-based learning (Bedemo, 2020), inquiry methods (Manishimwe et al, 2023), concept mapping (CM) (Abamba & Esiekpe, 2021;Ajayi & Angura, 2017;Huang et al, 2017), cooperative mastery learning (CML) (Nkirote et al, 2021), just but to mention a few.…”

Section: Introductionmentioning

confidence: 99%

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

Bizimana,

Mutangana,

Mwesigye

2024

Agricultural and Environmental Education

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Although the central role of biology in nation’s scientific and technological advancement is unquestionable, the academic achievement of students in the subject has been subpar. To cope with this situation, researchers in science education have continued to look for a successful way to teach and learn biology concepts. The present study, therefore, investigated the comparative effects of concept mapping (CM) and cooperative mastery learning (CML) teaching strategies on students learning outcomes in photosynthesis. A non-equivalent pre-/post- test quasi-experimental research design was adopted. 295 secondary school form two students from four co-educational schools made up the sample of the study. Data were generated through photosynthesis achievement test (PAT). PAT was subjected to reliability analysis using Kuder-Richardson 21 (KR-21) and Cronbach’s alpha, which yielded a reliability coefficient of 0.82 and 0.95, respectively. Data were analyzed using mainly descriptive statistics, and inferential statistics of analysis of covariance. The findings revealed that both CM and CML enhanced students’ achievement (F[1,294]=26.165, p< 0.05), and the retention of the concept of photosynthesis (F[1,294]=9.042, p< 0.05). However, CM was significantly more effective than CML. As a result, the recommendation that came up among others was that science teachers should embrace CM in biology teaching as well as other perceived difficult topics in science subjects. Also considered important was to train science trainee teachers to use CM.

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Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

Cited by 7 publications

References 4 publications

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

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

Fostering Engagement and Learning Outcomes: A Comparative Analysis of Ethnochemical and STEM-based Pedagogies for Chemistry Learning in Vocational High Schools

Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis

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