The effect of using concept maps as study tools on achievement in chemistry for secondary students
Attieh, May Fouad
The effect of using concept maps as study tools on achievement in chemistry for secondary students - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2003 - 92 pages
النوع : Mémoire
The purpose of this study was to examine whether or not the construction of--concept maps by students, as a regular homework, can improve students' achievement--on chemistry tests that included higher order thinking skill questions.--Sixty tenth-grade students, divided into two sections, participated in the study.--The students were pre-tested and post-tested using a teacher-constructed chemistry--achievement tests that included high cognitive level questions. The study extended over--six weeks. The classes met five times per week for fifty minutes daily. The material--covered was acid base titration and weak ac ids equilibrium. A different instructor taught--each section. In the experimental group, the students were assigned to build concept--maps as homework. In the control group, the students covered the same chemistry--content with regular exercises assigned as homework. Additionally, students in the--experimental group completed a reflection questionnaire about their perceptions of the--utility of concept maps in chemistry and other science Subjects. Two-way analysis of variance was used to compare the scores of students in--the posttest for the two groups. Statistically significant differences were found in--knowledge and comprehension level question scores as well as total post-test scores--where the two-way analysis of variance for sex and groups indicated that the technique--favored girls over boys. In addition, significant differences were found in high cognitive--level question scores and total post-test scores where the comparison of means indicated--that low achievers benefited from the technique while high achievers were less favored.--Furthermore, results showed that students who mastered concept-mapping skills--performed better in high cognitive level questions (questions at application and higher--cognitive level s of Bloom's taxonomy). The results of the study showed that students--enjoyed using concept mapping as a supporting learning strategy.
Cycle Secondaire L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Secondary Education Sciences education Teaching Methods Students achievement
المرحلة الثانوية تعليم العلوم طرق التعليم تحصيل الطلبة
The effect of using concept maps as study tools on achievement in chemistry for secondary students - Beirut American University of Beirut - Faculty of Arts and Sciences - Department of Education 2003 - 92 pages
النوع : Mémoire
The purpose of this study was to examine whether or not the construction of--concept maps by students, as a regular homework, can improve students' achievement--on chemistry tests that included higher order thinking skill questions.--Sixty tenth-grade students, divided into two sections, participated in the study.--The students were pre-tested and post-tested using a teacher-constructed chemistry--achievement tests that included high cognitive level questions. The study extended over--six weeks. The classes met five times per week for fifty minutes daily. The material--covered was acid base titration and weak ac ids equilibrium. A different instructor taught--each section. In the experimental group, the students were assigned to build concept--maps as homework. In the control group, the students covered the same chemistry--content with regular exercises assigned as homework. Additionally, students in the--experimental group completed a reflection questionnaire about their perceptions of the--utility of concept maps in chemistry and other science Subjects. Two-way analysis of variance was used to compare the scores of students in--the posttest for the two groups. Statistically significant differences were found in--knowledge and comprehension level question scores as well as total post-test scores--where the two-way analysis of variance for sex and groups indicated that the technique--favored girls over boys. In addition, significant differences were found in high cognitive--level question scores and total post-test scores where the comparison of means indicated--that low achievers benefited from the technique while high achievers were less favored.--Furthermore, results showed that students who mastered concept-mapping skills--performed better in high cognitive level questions (questions at application and higher--cognitive level s of Bloom's taxonomy). The results of the study showed that students--enjoyed using concept mapping as a supporting learning strategy.
Cycle Secondaire L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
Secondary Education Sciences education Teaching Methods Students achievement
المرحلة الثانوية تعليم العلوم طرق التعليم تحصيل الطلبة