THE EFFECT OF USING CONCEPT MAP ON STUDENTS’ ACHIEVEMENT IN CHEMICAL BONDING: THE CASE OF LIMAT BER PREPARATORY AND SECONDARY SCHOOL

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.