Concept mapping teaching produced significantly higher biology achievement than lecture method among Nigerian Senior Secondary II students¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students taught biology with concept mapping performed significantly better on the BSAT than students taught with lecture method (ANCOVA p = 0.00). → Sakiyo 2015
Evidence¶
Sakiyo 2015¶
Sakiyo, J. & Waziri, K. (2015). Concept mapping strategy: An effective tool for improving students' academic achievement in biology. Journal of Education in Science, Environment and Health (JESEH), 1(1), 56-62. www.jeseh.net. https://eric.ed.gov/?id=EJ1105286
q2 · i? · causal · r2
Quasi-experimental pre-test post-test non-equivalent control group study of 122 SSII students (52 male, 70 female) from two schools; experimental group taught Nutrition, Habitat and Nutrient cycle with concept mapping, control with lecture, six weeks, analyzed by one-way ANCOVA. The article reports "significant difference of students' academic achievement between experimental and control group in favour of concept mapping group." No standardized effect size is printed for this contrast in the quoted result, so impact is null.
"From the Table 1, there is significant mean difference between the experimental and control group. Since the computed p-value (0.00) is less than the f -value (2.567) at 0.05 level of significant, the null hypothesis of no significant effect is rejected."
Discussion¶
Related Claims¶
- Concept mapping instruction produces significantly higher basic science achievement than conventional teaching among Nigerian junior secondary students — related
- No significant difference in achievement between male and female students taught basic science with concept mapping — related
- The paired t-test on the two groups' achievement scores showed a statistically significant difference favouring the experimental group — related
- Students taught chemical bonding with the demonstration method scored higher on the post-test than students taught by lecture method — related
- Peer tutoring produced significantly higher overall biology posttest achievement than lecture demonstration at secondary level — related
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