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Advances in Social Sciences Research Journal – Vol. 8, No. 4
Publication Date: April 25, 2021
DOI:10.14738/assrj.84.10061.
Dalgan, N. Z., Camua, A. C., Abellar, M. C., Tabulong, A. A., & Unsi, A. L. (2021). The Impact of Concept Mapping in Teaching Science
in Maguindanao. Advances in Social Sciences Research Journal, 8(4). 641-645.
Services for Science and Education – United Kingdom
The Impact of Concept Mapping in Teaching Science in
Maguindanao
Norma Z. Dalgan
Mindanao State University-Maguindanao, Datu Odin Sinsuat
Maguindanao, Philippines
Amour C. Camua
Mindanao State University-Maguindanao, Datu Odin Sinsuat
Maguindanao, Philippines
Melda C. Abellar
Mindanao State University-Maguindanao, Datu Odin Sinsuat
Maguindanao, Philippines
Analie A. Tabulong
Mindanao State University-Maguindanao, Datu Odin Sinsuat
Maguindanao, Philippines
Alibai L. Unsi
Mindanao State University-Maguindanao, Datu Odin Sinsuat
Maguindanao, Philippines
ABSTRACT
Concept mapping is a teaching strategy that helps students to organize information
and facts for knowledge representation. It can be used to help students understand
science subject matters and concepts. The study sougth to determine the impact of
the concept mapping in teaching science among Grade 12 students in Maguindanao.
Specifically, this study aims to determine the students scores in a test before and
after the introduction of concept mapping strategy. Likewise, the study determined
the significant improvement of the students’ scores after the concept mapping
strategy in instruction. The single group pretest-posttest design was used with a
detailed lesson plan. The multiple choice type of test and consists of 25 items with
lesson plan was the main tool for data gathering The mean, frequencey and
percentage counts were used to describe the pretest and posttest scores of the
students. The t-test was used to determine the significant difference between the
students’ pretest and posttest scores. The t-value was set at 0.05 levels of
significance. Findings from the study showed that there were significantly improve
the scores of the pretest and posttest of the Grade 12 students in Maguindanao. This
implies that the scores of the Grade 12 students improved significantly after the
exposure of the concetp mapping strategy. This mean that use concetp mapping
strategy increased the students’ scores.
Keywords: Impact, Concept mapping, Science, Students’ scores
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 4, April-2021
Services for Science and Education – United Kingdom
INTRODUCTION
Teacher needs to understand more clearly what, why and how he should teach to address more
effeciently and effectively the needs of his students. Students at all level have difficulty or do
not understand what is being taught involved in understanding the more abstract and
conceptual nature of science, and the ineffectiveness of the teaching methods applied. These
problems cause barriers to teaching, especially science teaching.
Science is a complex subject to learn on account of its unique language and abstract
mathematical structure and the many concepts which need to be ideated [1]. Science is a
challenging course which requires the use of skills such as problem-solving, critical thinking,
and logical thinking ability. Effective learning of science depends on the instructional methods
used by the teacher for instruction. [2]
Concept mapping has become increasingly useful as learning strategy for teaching providing
meaningful learning[3]. It is also used as a teaching method by which connections and relations,
as well as the hierarchy of concepts, are presented in a clear, concise way [4].
Concept mapping was developed by Joseph D. Novak in 1970s. This work was based on the
theories of David Ausubel, who stressed the important of prior knowledge in being able to learn
about new concept. Novak conclude that meaningful learning involves the assimilation of new
concept and proportion into existing cognitive structure [5]. Concept mapping helps a learner
to organize their cognitive framework into more powerful integrated patterns that promote
learner organizes, connects and, synthesizes information. Visual presentation of ideas helps the
learner to think about a subject in a holistic sense and increases mental flexibility. This method
also promotes lively interaction among teacher-student as it requires active participation of
students [2] The use of concept maps is not only an effective way to perform concept teaching,
but it is also able to certainly exhibit the relations between concepts. As a whole, concept
mapping is the most successful tools for establishing meaningful and permanent learning [6].
In this regard, the study was conducted to determine the impact of concept mapping strategy
to the scores among the chosen 30 students of Maguindanao. Specifically, this study sought
answers to the following questions: What are the pretest scores of the students before the
teaching of science using concept mapping strategy? : What are the posttest scores of the
students after the teaching of science using concept mapping strategy? Is there a significant
difference improvement in the pretest and posttest scores?
METHODOLOGY
This study was an action research which used single group pretest-posttest design to find out
if there is a significant improvement in the scores of the students after concept mapping
strategy was introduced
The respondents of this study were the thirty (30) students in Maguindanao. The random
sampling was used in determining the respondents. The multiple choice type of test and
consists of 25 items with lesson plan was the main tool for data gathering. The output of this
study were analyzed and treated.
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Dalgan, N. Z., Camua, A. C., Abellar, M. C., Tabulong, A. A., & Unsi, A. L. (2021). The Impact of Concept Mapping in Teaching Science in Maguindanao.
Advances in Social Sciences Research Journal, 8(4). 641-645.
URL: http://dx.doi.org/10.14738/assrj.84.10061
The statistical tool used in this study were the frequency and percentage counts. The mean and
standard deviation were used to describe the students scores both in pretest and posttest. The
t-value was used to determine significant difference between the pretest and posttest scores.
The t-test will be set at 0.05 level of significance.
RESULTS AND DISCUSSION
Pretest Scores of the Students
Table 1 presents the pretest scores of the students
Scores Frequency (f) Percentage (%)
16 – 17 1 3.33
14 – 15 0 0
12 – 13 1 3.33
10 – 11 6 20
8 – 9 12 40
6 – 7 8 26.66
4 – 5 1 3.33
2 – 3 1 3.33
Total n=30 100%
Mean=8.4
Highest score:16 SD=2.53
Lowest score:2 Perfect score:25
As reflected in table 1, twelve (12) or 40% of the students obtained scores ranging from 8to 9.
This was followed 8 or 26.66% students whose score ranges from 6 to 7 then there were 6 or
20% students whose scores ranges from 10 to 11. The table further shows that there was only
one (1) or 3.33% who got the highest score of 16 and one (1) got the lowest of 2. The mean
score of 8.4 which less than the modal score of 8.5 implies that majority of the students have
below average scores in the pretest.
Posttest Scores of the Students
Table 2 presents the posttest scores of the students
Scores Frequency (f) Percentage (%)
25-26 1 3.33
23-24 2 6.67
21 -22 2 6.67
19 – 20 8 26.66
17 -18 2 6.67
15 – 16 11 36.66
13- 14 1 3.33
11 – 12 2 6.67
9 – 10 1 3.33
Total n=30 100%