¹Neil Ian G. Cabiling,²Ehlrich Ray J. Magday

¹Tagoloan National High School, Tagoloan, Misamis Oriental, Philippines

²Science Education Department, College of Education, Central Mindanao University, Bukidnon, Philippines

Determination of the effects of concept mapping technique on students’ performance in Grade 9 Science of one public high school in Bukidnon, Philippines was the main objective of this study. Specifically, it aimed to (1) describe the level of students’ performance in science as exposed to concept mapping technique (CMT) and those exposed to non- concept mapping technique (non-CMT); and (2) find out significant difference between student’s performance in science when exposed to CMT and those exposed to non-CMT. A quasi-experimental research design was utilized involving two sections. Findings of the study revealed that students exposed to concept mapping technique “did not meet expectation” in the pretest and have “fairly satisfactory” result in the post-test while those who were exposed to non-concept mapping technique “did not meet expectation” in both pretest and post-test. Performance of students exposed to CMT were significantly higher than those exposed to non-CMT. Concept Mapping Technique may be utilized in science classes to further enhance the academic performance of students.

Concept Mapping, science, students’ performance, pretest, post-test

1) Bera, S., & Mohalik, R. (2016). Effectiveness of Concept Mapping Strategy on Cognitive Processes in Science at Secondary Level. European Academic Research Vol. IV, Issue 4

2) Colosimo, A., & Fitzgibbons, M. (2012). Teaching, Designing, and Organizing Concept Mapping for Librarians. Partnership: The Canadian Journal of Library and Information Practice and Research, 7(1)

3) Otor E., & Eriba E. (2013). Effect of Concept Mapping Strategy on Students’ Achievement in Difficult Chemistry Concepts in Rural and Urban Areas in Benue State, Nigeria. 2013 ISSN (2305-509X)

4) Pagtulon-an, E. & Tan, D. (2018). Students’ Mathematics Performance and Self-efficacy Beliefs in a Rich Assessment Task Environment. Asian Academic Research Journal of Multidisciplinary, 5 (2), 54-64

5) Qarareh, A. (2012). The Effect of Using the Learning Cycle Method in Teaching Science on the Educational Achievement of the Sixth Graders Education Science Faculty, Tafila Technical University, Jordan. Int J Edu Sci, 4(2): 123-132

6) Sakiyo, J. & Waziri, K. (2015). Concept mapping strategy: An effective tool forimproving students’ academic achievement in biology. Journal of Education in Science, Environment and Health (JESEH), 1(1), 56-62.

7) Stoica, I., Moraru, S., & Miron, C. (2010). Concept maps, a must for the modern teaching-learning process. Romanian Reports in Physics, Vol. 63, No. 2, P. 567–576

8) Zmen, H., Demircio, G. & Coll, R. (2007). A comparative study of the effects of a concept mapping enhanced laboratory experience on turkish high school students_ understanding of acid-base chemistry. International Journal of Science and Mathematics Education (2009) 7: 1Y24 # National Science Council, Taiwan (2007)

Volume 05 Issue 12 December 2022

There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.