Concept Mapping In Effective Teaching

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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Effective teaching is important to learning and teachers at whatever level will go an extra mile in preparing instructional activities and gathering instructional materials that are appropriate for a particular instruction. The products of teaching such as knowledge, attitude and skills acquisition are much dependent on the teacher’s effective teaching. Effectiveness of a teacher and students learning can be enhanced through the appropriate strategy adopted in a learning situation. The primary objective of teaching is to enhance meaningful learning. Ausubel (1968) defined meaningful learning as being thorough, well assimilated into cognitive structure and one that can be retrieved easily
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Concept mapping is a technique of visually representing the structure of information, concepts, and their relationship. They are used as tools for meaningful learning, assessment, instructional planning and finding out the alternative concepts or misconceptions held by the learners (Enger, 1998; Nesbit & Adesope, 2006; Novak & Cańas, 2006a, 2006b; Novak, 1980). Concept mapping serves as a strategy to help learners organise their cognitive frameworks into more powerful integrated patterns (Kinchin, 2005). This teaching method involves class discussion, practical demonstration and concept mapping activities. During such lessons, concepts are organized in a hierarchical manner, and are linked to show the relationship between the concepts, thereby making learning meaningful through logical interpretation of individual experiences (Okoye, Momoh, Aigbomian,& Okecha, 2014). Learning is known to take place not only through observation alone but also through organization, structuring and reconstructing of concepts (Okebukola, 2002 & Okoye, 2002). If a group of students are able to produce a good concept mapping at the end of lessons, then one can safely conclude that some meaningful learning has occurred (Otor, 2013). This study will determine the better instructional strategy…show more content…
Determine the more effective teaching strategy between concept mapping and guided discovery methods of teaching.

1.5 Research questions
The study will be guided by the following research questions:
1. Will there be any difference in the achievement of Biology students taught with concept mapping and conventional method of teaching?
2. Will there be any difference in the achievement of Biology students taught with guided discovery and conventional method of teaching?
3. Will there be any difference in the achievement of Biology students taught with concept mapping and guided discovery methods of teaching?

1.6 Significance of the study
The findings from this study will provide information on the effects of concept mapping and guided discovery method on students’ achievement. This information will serve as pointers to Secondary School biology teachers on the more effective instructional strategy for impacting knowledge in Biology.

1.7 Operational definition of terms
1. Concept mapping: This is a technique of visually representing the structure of information, concepts, and their relationship. It is a teaching strategy used by teachers to help students organize concepts into meaningful form that shows their interrelationship. It involves the organization of concepts hierarchically in a way that aids easy recall and

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