Abstract:
The purpose of this research was to examine the effect of using concept map on grade 11
natural science students’ achievement in chemical bonding and assess their attitude
towards the approach. In this study, 25 male and 23 female from experimental group and
26 male and 23 female from control group that make a total of 51 male and 46 female
students were participated. Since the nature of this research was experimental, the
sample students were divided into experimental (48) and control (49) groups by using
purposive sampling. Students in the experimental group were taught by concept map
method and the students in the control group were instructed by usual method designed
by chemistry instruction (lecture method). Chemical bonding concept test was
administered to both groups as pre-test and post-test in order to assess their
understanding of concepts related to chemical bonding and structure. In this pre-test,
there was no significance difference in the achievement scores of students whereas
statistically significant difference was observed between experimental and control groups
with the two sample z-test (at p< 0.05) taken on the post-test scores of the students. The
results of experimental group students who attended lessons given with concept mapping
method were higher than those of the control group. The mean gain of experimental
group was 5.7 and the mean gain of control group was 2.92. The correlation of the
students’ concept map scores versus exam results was compared and showed that there is
a significant correlation in the first and second rounds. Students were also given attitude
scale toward chemistry as a school subject and concept mapping experience,
questionnaires and interviews. The responses to these data gathering instruments
indicated that concept mapping was effective in reducing chemical bonding difficulties
and acquiring better concepts of chemical bonding.
