Effects of Collaborative Concept Mapping Teaching Approach on Secondary School Students’ Motivation to Learn Biology in Nakuru North County, Kenya

Samuel W. Wachanga, Rahab W. Githae, Fred N. Keraro

Abstract


This study sought to address the problem of ineffective instruction by teachers by investigating effects of Collaborative Concept Mapping Teaching Approach (CCMTA) on secondary school students’ motivation to learn Biology. The study used the Solomon Four Non-Equivalent Control Group Design. The sample comprised 202 Form two Biology students in four secondary schools. The topic taught was “Gaseous exchange in plants and animals”. Purposive sampling technique was used to select the four schools from which a single stream per school was selected by simple random sampling. The streams were composed of 47, 54, 55 and 46 students. The four schools were randomly assigned into two experimental and two control groups and coded as E1 & E2, C1 & C2 respectively. A Students’ Motivation Questionnaire (SMQ) was used for data collection.  Five educational research experts validated the research instrument. Three experienced biology teachers who are examiners with Kenya National Examination Council (KNEC) were also involved in validation of research instrument. The instrument was piloted and Cronbach’s Alpha Coefficient used to estimate its reliability which was found to be 0.84. Groups E1 and C1 were pre-tested prior to the treatment. The treatment lasted three weeks after which all groups were post-tested. One-way ANOVA, t-test and ANCOVA were used to analyze the data generated. Kenya Certificate of Primary Education (KCPE) science scores for the sampled groups were used as covariates in the analysis. The results indicated that there was a statistically significant difference in motivation to learn biology between the experimental and control groups in favor of experimental groups. Students’ gender had no significant effect on motivation when they were taught through CCMTA. The researchers recommend adoption of CCMTA in teaching and learning of Biology. Furthermore, the findings may help in improvement of in-service and pre-service Biology teacher education programmes.

 

Keywords: Collaborative Concept Mapping, Secondary School Students; Motivation to Learn Biology.


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ISSN 2408-770X (Print Version)

ISSN 2408-6231 (Online Version)