Effects of Cooperative Concept Mapping Teaching Approach on Secondary School Students’ Achievement In Biology in Gucha District, Kenya
Wachanga, S. W.
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This study investigated the effects of using Cooperative Concept Mapping (CCM) teaching approach on secondary school students’ achievement in Biology. A non-equivalent control group design under the quasi-experimental research was used in which a random sample of 4 co-educational secondary schools was obtained in Gucha District. These 4 schools were randomly assigned to four groups. Each school provided one Form Two class for the study hence a total of 156 students were involved. Students in all the groups were taught the same Biology content but in two groups they were taught through CCM approach while the rest were taught through regular teaching methods. Before the four- weeks course started, the students were trained in cooperative learning techniques. Two groups were pre-tested prior to the implementation of CCM treatment. At the end of teaching, all the four groups were post-tested using the Biology Achievement Test (BAT). Data were analysed using the t-test, ANOVA and ANCOVA. The results show that students exposed to CCM approach have significantly higher achievement than those taught through regular methods. The researchers conclude that CCM is an effective teaching approach which biology teachers should be encouraged to use.
Full Text LinksOrora, W, Wachanga, S. W. & Kerero, F.N. (2005) Effects of Cooperative Concept Mapping Teaching Approach on Secondary School Students’ Achievement In Biology in Gucha District, Kenya, ZJER vol. 17, no.1. Harare, Mt. Pleasant: HRRC.
Human Resources Research Centre (HRRC); University of Zimbabwe
University of Zimbabwe