Abstract
This study investigated the effects of using the cooperative concept mapping (CCM) teaching approach on secondary school students’ motivation in biology. A non equivalent control group design under the quasi-experimental research was used in which a random sample of four co-educational secondary schools was used. The four schools were randomly assigned to four groups. Each school provided one Form Two class. The study sample comprised of 156 second grade students in the secondary school cycle (Form Two students) in Gucha District, Kenya. Students in all the groups were taught the same biology content but two groups, the experimental groups, were taught using the CCM approach while the other two, the control groups, were taught using regular teaching methods. Two groups, one experimental and one control, were pre-tested prior to the implementation of the CCM intervention. After four weeks, all four groups were post-tested using the students motivation questionnaire (SMQ). Data were analysed using the t-test, ANOVA and ANCOVA. The results show that students exposed to the CCM approach have significantly higher motivation than those taught through regular methods. The results further indicate that there is no statistically significant gender difference in motivation towards the learning of biology among secondary school students exposed to CCM. The researchers conclude that CCM is an effective teaching approach, which biology teachers need to incorporate in their teaching.
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Keraro, F.N., Wachanga, S.W. & Orora, W. Effects of Cooperative Concept Mapping Teaching Approach on Secondary School Students’ Motivation in Biology in Gucha District, Kenya. Int J Sci Math Educ 5, 111–124 (2007). https://doi.org/10.1007/s10763-005-9026-3
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DOI: https://doi.org/10.1007/s10763-005-9026-3