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ESEM5133 CURRICULUM AND INSTRUCTION

CHAPTER 1

RESEARCH PROBLEM

1.1 Introduction

This research investigated the effectiveness of using concept mapping in the teaching and

learning of Science. According to Fernandez and Placing (2000) meaningful learning results

when a person consciously and explicitly ties new knowledge to relevant concepts they already

process. They added that Ausubel’s learning theory suggests that when meaningful learning

occurs, it produces a series of changes within our entire cognitive structure, modifying exiting

concepts and forming new linkages between concepts.

Teaching has been considered the act of transferring information from the teacher to the learner

who was seen as empty vessel to be filled with knowledge. This view of learning was due to the

popularity of behaviourist learning theories which focused on how the presentation of the

information affected learning outcomes (Weinstein & Mayer, 1986). Therefore, it was not

surprising that the art of teaching became the art of presenting information.

Concept mapping can promote efficient and meaningful learning by connecting prior knowledge

to new ones (Novak & Gowin, 1984; White & Gunstone, 1992). Jegede, Alaiyemola, and

Okebukola (1990) have maintained that concept mapping serves as a tool to help learners

organize their cognitive frameworks into more powerful integrated patterns. Thus this paper

investigates the effectiveness of concept mapping in helping students to actively develop their

understandings that assist them to link the science content with appropriate learning practice.

1.2 Background of the Research

Concept maps have been used in education, policy studies and the philosophy of science to

provide a visual representation of knowledge structures and argument forms. Prof. Joseph D.

1




Novak at Cornell University in the 1960s, developed this concept mapping as an aid to learning,

assess understanding and to avoid misunderstanding.

Studies of memory indicate that the brain will forget 80 percent of detail within 24 hours of

having learned it, and 99 percent within two weeks. One of the greatest demotivators for a

student is to learn appropriate information, then to “lose” almost all of it within a fortnight. As a

result, many teachers with the honest intention of motivating and teaching their students were

actually demotivating them.

Bate and Sharpe (1990) reported that users of concept map comprehend knowledge structures in

semantic networks more readily than in textual form. It was less constrictive and was self-

perpetuating with feedback loops. It was hoped to function as a powerful tool when learning

Science.

1.3 Statement of the Problem

Teachers hardly used concept mapping when teaching Science to their students. According to

Lloyd (1996) concept mapping technique will let the students to learn visually and remember

facts better. Concept maps are two or three dimensional spatial or graphic displays that make use

of labeled nodes to represent concepts and lines or arcs to represent relationships between pairs

of concepts. It has been suggested that their structure parallels the human cognitive structure, as

they show how learners organize concepts (Novak & Gowin, 1984; Fisher et al, 1990; Tippings,

& Gallard, 1994). Thus, this research will prove the effectiveness of using concept mapping by

Science teachers to help their students in learning Science effectively.

1.4 Conceptual Framework

This research was an attempt to establish the effectiveness of using concept mapping in teaching

Science to Form One Students. The figure 1 below was the conceptual framework. The outcomes

of the treatment was the students’ performances, motivation and preferences towards the

teaching method.

2




Figure 1: Conceptual Framework

1.5 Purpose of the Research

The main purpose of this research was to determine the effectiveness of using concept mapping

in teaching Science to Form One students. Secondly, it was to fulfill the requirements of the

research in HBEF 4106 School-Based Research. The research objectives, questions and

hypotheses were in the following sections.

1.5.1 Research Objectives

This research intends to meet the following objectives.

i. To examine whether the concept mapping technique can be an effective means of

instruction in teaching Science to Form One students.

ii. To examine whether the concept mapping technique can help students to perform

better in their Science.

iii. To examine whether the concept mapping technique can motivate students in

learning Science.

3

ConceptMapping

Students’

performances,motivation and

learning preferences




1.5.2 Research Questions

The following research questions are formulated in order to meet the research objectives.

i. Can using concept mapping be an effective means of instruction in teaching

Science to Form One students?

ii. How and to what extend are concept mapping significant in helping students to

perform better in their Science?

iii. Are students more motivated in learning Science after using concept mapping?

1.6 Significance of the Research

This research provides an alternative approach to help students that are weak in Science. It is

vital for teachers to have a wide variety of method to use in their classes (Sarasin, 1999). The

need for teachers to use diverse learning styles has also been recognized in general (Claxton and

Murrell, 1987) Therefore, using Concept Maps as an in class exercise is one tool that Science

teachers can add to their portfolio of active learning activities as they seek to move beyond chalk

and talk (Becker and Watts, 1996).

Concept Maps are an effective study technique when used to improve factual recall from written

material. Beside that, it is also to contribute to the lack of research in this area. This study hopes

to provide a significant insight in explaining the role of concept mapping which aided the

students in the teaching and learning of Science.

4




1.7 Limitations of the Research

There were some limitations to this research which the researcher feels can be overcome with a

more in-depth study carried out on the topic. Areas that hinder this research are,

i. Students might not know and not familiar with concept mapping and this might

affected the time taken to teach them to draw the Concept Maps.

ii. Some students are weak in their Science, thus making it difficult for

them to generate ideas to draw the Concept Maps.

iii. The time constrain of only 6 weeks or 10 sessions, might not show the

significant effect of the learning outcomes.

.

1.8 Definition of Terms

Concept Maps

John Langan (2000) defines concept mapping as helpful for people who like to do their thinking

in a visual way. It uses lines, boxes, arrows and circles to show relationships among the ideas

and details. It provides an early sense of how ideas and details relate to one another.

Concept mapping is a technique for representing knowledge in graphs. These graphs consist of

nodes and links. Nodes represent concepts and links represent relationship between the concepts

(Novak and Govin, 1984). Nodes (often circles) represent various concepts and ideas; and links

(lines/arrows) represent the relationships between concepts (Lanzing, 1997).

5




Branches

An idea may branch many times to include both closely and distantly related ideas.

Arrows

You may want to use arrows to join ideas from different branches.

Groupings

If a number of branches contain related ideas, you may want to draw a circle around the whole

area.

1.8 Summary

This research investigates the effectiveness of using concept mapping in teaching and learning

Science in Form One students. The objectives of this research are to determine whether concept

mapping can be an alternative effective means to help students to learn Science.

6




CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter presents an overview of using Concept Maps in teaching and learning Science to

Primary Six students in Sekolah Kebangsaan Penampang. The literature review examined related

studies which were carried out by other researchers. All discussion in this chapter was centered

around the key factors of concept mapping in teaching Science which is the main interest of this

study.

2.2 What is a Concept Map?

Concept Maps were introduced by Novak (1993) is a process of representing the knowledge

structures used in learning in a two dimensional graphic arrangements including the labeling and

linking of concepts to form associates, hierarchies or propositions. There are four major

categories of concept maps. These are distinguished by their different format for representing

information. Examples of the various types of concept maps are presented below.

2.2.1 Four Major Categories of Concept Maps: (Adapted from: Graphic Organizers concept

mapping mind mapping inspiration)

a. Spider Concept Map

The Spider Concept Map was organized by placing the central theme or unifying

factor in the center of the map. Outwardly radiating sub-themes surround the

center of the map.

7




b. Hierarchy Concept Map

The hierarchy concept map presents information in a descending order of

importance. The most important information is placed on the top. Distinguishing

factors determine the placement of the information.

c. Flowchart Concept Map

The flowchart concept map organizes information in a linear format.

8




d. Systems Concept Map

The systems concept map organizes information in a format which is similar to a

flowchart with the addition of ‘INPUTS’ and ‘OUTPUTS’.

2.3 How are Concept Maps made?

Concept-Mapping was a tool for assisting and enhancing many of the types of thinking and

learning. To draw a concept map, write the main idea in the centre of the page, it may be a word,

a phrase, or an idea, and then place related ideas on branches that radiate from this central idea.

Steps below showed how to make a Concept Map (adapted from Learning Skills Program on

Concept Mapping)

i. Write in capitals and to keep the points brief.ii. Use unlined paper. If you must use lined paper, turn it so the lines are vertical.

iii. Use paper with no previous writing on it.

iv. Connect all words or phrases or lists with lines, to the centre or to other ‘branches’. When

you get a new idea, start again with a new ‘spoke’ from the centre.

v. Go quickly, without pausing, try to keep up with the flow of ideas. Do not stop to decide

where something should go i.e. to order or organize material, just get it down.

Ordering and analyzing are ‘linear’ activities and will disrupt the flow in the

process.

vi. Write down everything you can think of without judging or editing, these activities will

also disrupt the process.

vii. If you come to a standstill, look over what you have done to see if you have left anything

out.

9




viii. You may want to use color-coding, to group sections of the Concept Map.

2.4 Concept Maps in the Teaching and Learning of Science

Science teachers using lecture and rote learning has been greatly reduced. The teacher’s role is

seen more as a coach and a facilitator of learning rather than a supplier of knowledge. They gave

students more control over the process of learning by emphasizing the need to learn how to learn.

The process of concept mapping can reduce the need for rote memory and make learning more

meaningful (Novak, 1998). For one thing, the actual physical production, drawing, connecting,

writing, and the visual aspects, in conjunction with the thought process involved in organizing

the map reinforce and deepen comprehension (Wilkes, Cooper & Lewin, 1999).

Students who were used to being given information by their teachers can be slow to warm up to

concept mapping. They will find it much more challenging to construct a meaningful relationship

on their own rather than having it fed to them by the instructor (Novak, 1998). Therefore it may

be assumed that if students are going to acquire the use of concept mapping and incorporate it

into their way of successful study habits, they must accept its benefits. It may also be said that

for teachers to use concept maps effectively and consistently, they must also be able to see

evidence of their benefits. This study is designed to test the effectiveness of concept mapping in

improving reading comprehension of a science related text when compared to reading a similar

text without using any graphic organizers.

In recent years cognitive scientists emphasized the study of how information is stored and

processed in memory. They view learners as processors of information who use a variety of

strategies to store and retrieve knowledge (Weinstein & McDonald, 1986). Thus the learner is a

person who can engage in activities that will aid in the processing of information. Such mental

activities help people to acquire, organize, and remember incoming knowledge more efficiently

(Park, 1995).

2.5 Related Literature

10




Visual learning techniques such as graphical ways of working with ideas and presenting

information helps to teach students to clarify their thinking, and to process, organize and

prioritize new information. Visual diagrams reveal patterns, interrelationships and inter

dependencies. They also stimulate creative thinking. (Drapeau, 1998)

Visual learning techniques help students to clarify their thinking (Anders and Beech, 1990).

Students see how ideas are connected and realize how information can be grouped or organized.

With visual learning, new concepts are easily understood. It can reinforce understanding.

Students recreate, in their own words, what they’ve learned. This helps them absorb and

internalize new information, giving them ownership of their ideas. Integrate new knowledge

with diagrams updated throughout a lesson can prompt students to build upon prior knowledge

and internalize new information (Buzan, 1983). By reviewing diagrams created previously,students see how facts and ideas fit together. Thus, students can identify misconceptions. Just as

a concept map or web shows what students know, misdirected links or wrong connections reveal

what they don't understand. (Bellanca, 1990; Drapeau, 1998).

Six uses of concept maps were identified by White and Gunstone (1992) and these were: to

explore understanding of a limited aspect of the topic; to check whether learners understand the

purpose of instruction; to see whether learners can make links between concepts; to identify

changes that learners make in relationships between concepts; to find out which concepts are

regarded as key ones; and to promote learner discussion. When students construct concept maps

they identify and define important concepts or ideas and graphically represent interrelationships

among concepts (White & Gunstone, 1992). The resulting Concept Map represents a spatial

organisation of their knowledge. As the links in this structure are labelled, and the concepts fully

described, the map becomes of greater value to the students. While this part of the process is

crucial, it is not an easy task and White and Gunstone (1992) report that students find this part to

be a most tedious and they would skip it if they could.

Even though the physical part of the Concept Maps process is not easy, students still have to

apply their current knowledge when they construct their map (Wheatley, 1991). Drapeau (1998)

states that in general if students persist at creating Concept Maps, they report that their revision

process has become easier and they gained better understanding of the Science lessons. Students

11




can then use this map as a framework to which they can attach additional information such as,

they can turn the Concept Map into a lecturer-guided formative organizer. This strategy allows

students to compare knowledge structures and to identify any misconceptions they have about

the Science material presented.

Concept Maps can be a productive way to study for an exam, particularly if the emphasis of the

subject is on understanding and applying abstract, theoretical material, rather than on simply

reproducing memorized information (Drapeau, 1998). Doing a concept Map of the subject

content can point out the most important concepts and principles, and allow students to see the

ways in which they fit together. This may also help students to see their weak areas, and help

them to focus on their studying.

2.6 Summary

In conclusion most of the past researches revealed that concept mapping developed by Novak

influences the learning skills among students especially in Science. It identifies the way students

think and see relationships between knowledge. The main contribution of this technique is the

impact towards the students’ motivation and performances in their Science.

CHAPTER 3

RESEARCH METHODOLOGY

12




3.1 Introduction

This research investigated the effectiveness of using concept mapping as a means to help

students in their Science lesson. This chapter contained the complete research design, population

and sample, research instruments, procedure for data collection and the procedures for data

analyses.

3.2 Research Design

The sample taken into consideration was a class of average performance of Primary Six students

from Sekolah Kebangsaan Penampang.

Method of data analysis was data preparation, counting, regrouping, relating, predicting and

statistical testing from the responses of questionnaires and tests.

3.3 Population and Sample

The population and sample for this research is a class of Primary Six students in a Sekolah

Kebangsaan Penampang. The participants for this research are 50 from Perdana and Waja

students in an average class.

3.4 Research Instruments

The research instruments employed for this research was a set of questionnaire, survey,

interview and tests (pre-test and post-test). Questionnaires used in this researched was modified

and adapted from Clanchy, B & Ballard, B. ( 1997 ) solely for the purpose of this research.

Minimal changes was done but without losing the direction of the contents that were tested.

The questionnaire is to seek the students’ background and prior knowledge of concept mapping.

13




(Appendix 1) It was also to get the students’ feedback on the effectiveness of using concept

mapping in learning Science.

The pre-test and post-test was to see the differences in the students’ performances. It was to

determine the effectiveness of using concept mapping in the teaching and learning Science.

3.5 Procedure for Data Collection

The data for this research was collected through questionnaires,survey,interview and tests taken

by the students. The details of the procedures was as the following.

Step One The researcher observed an on-going Science lesson in the classroom.

This will take 1 hour.

Step Two The researcher gave the students a test (pre-test) without teaching them

concept mapping.

Step Three The students were taught the Science lesson using the features of the

concept map.

Step Four The students were asked to take another test (post-test).

Step Five A set of questionnaire to obtain the students’ background information,

their prior knowledge on concept mapping and their view on the

effectiveness of using concept mapping in learning Science.

3.6 Procedure for Data Analyses

14




Procedure for data analyses in this research was mainly through questionnaires and tests. The

data collected from the students was analyzed using the statistical method. The procedure on

how the data analyses are employed was explained in the following:

Step 1. Frequencies and percentages was used to describe the profile of the respondents.

Step 2. Frequencies and percentages was used to determine the respondents’ preference

and motivation after learning through concept mapping.

Step 3. Means was used to describe the performance of the respondents. (Results from

pre-test and post-test)

3.7 Summary

This methodology of this research is based on a simple research design limited by a number of

factors. The effectiveness of using concept mappings technique to enhance writing ideas is

determine through a quasi-experiment method in learning science.

The research design was simple but quite effective in collecting adequate and appropriate data

for the purpose of identifying the effectiveness of concept mappings method for idea generation

and organization in writing stage.

CHAPTER 4

RESEARCH RESULT

15




4.1 Introduction

The main discussions in this chapter focuses on the research conducted to examining the

effectiveness of using concept mappings technique in teaching science in Primary Six student’s

in motivating student’s to write and answer the questions.

4.2 Profile of respondents

The respondents’ profile is shown in the table 4.1. Majority of the respondents involved in this

research are males (60.6 percent) and only 39.4 percent of them are females.

Most of the respondents are Kadazan (39 percent) followed by Malay (36.4 percent), Chinese

(9.1 percent) and others (15.2 percent). The respondents’ father occupation mostly working in

private sector (38.7 percent), followed by government (29 percent), self employed (29 percent)

and retired (3.2 percent).

During the UPSR examination, majority of the respondents involved in this research scored

grade D (56.3 percent), followed by grade C (31.3 percent), grade B (9.4 percent) and grade A

(3.1 percent).

The mother tongues of the respondents mostly are Kadazan (42.4 percent), Malay (27.3 percent),

English (9.1 percent) and others (18.2 percent).

Table 4.1: Respondent’s Profile for Primary Six Perdana and Waja

No Profile Description Frequency Percentage

16




1 Gender male 17 34.0

female 33 66.0

Total 50 100

2 Race malay 18 36.0

Kadazan 24 48.0

chinese 3 6.0

others 5 10.0

Total 50 100

3 Father occupation government 17 34.0

private 20 40.0

retired 4 8.0

self employed 9 18.0

Total 50 100

4 Mother occupation government 14 28.0

private 10 20.0

selfemployed 6 12.0Housewife 20 40.0

Total 50 100

5 UPSR Result A 2 4.0

B 38 76.0

C 10 20.0

D - -

Total 50 100

6 Mother tongues Melayu 16 32.0

Kadazan 14 28.0

Chinese 6 12.0

English 8 16.0

Others 6 12.0

Total 50 100

7 Favorite language book English 18 36.0

Bahasa Malaysia 32 64.0

Total 50 100

8 Favorite story book Adventure 24 48.0

Horror 16 32.0

Others 10 20.0

Total 50 100

4.3 Research Findings

The research findings tell about the result of the study (Sweet and Grace)- Martin (2000). The

finding related to the research questions which previously stated in the chapter one.

17




4.3.1 Questionnaire Set 1

Table 4.2 shows the summary of all the respondents’ responds towards the using of concept

mappings technique . The table which shown in Table 4.2 indicates that the responds from the

respondents.

For item 1, 75 percent of the respondents showed their interest in using concept mapping with 75

percent chose the option Strongly Agree and Agree while for the option Strongly Disagree and

Disagree (15 percent) and 10 percent chose the option Neither, which means that the

respondents are still confusing of using mind mapping in their study.

For item 2, 15 percent of the respondents chose Strongly Disagree and Disagree, 10 percent

choose Neither and 75 percent of them choose Strongly Agree and Agree. This result showed

that the respondents do not have any technique to learn science before the introducing of concept

mapping.

For item 3, after the concept mapping was introduced to the respondents, 60 percent of them

chose Strongly Agree and Agree, 30 percent chose Strongly Disagree and Disagree and only 10

percent that is one respondent still did not know how to use concept mapping in the study.

For item 4,5,6 and 8, most of the respondents indicated that by using concept mapping in their

study, they gained lots of benefits and improved their result in science subject. They became

more motivated in learning science subject and their interest towards the subject was increased.

For item 9, 80 percent prefer to learn science subject using concept mappings, 14 percent did not

like to use the concept and 6 percent was still confused.

The overall results gave the impression that the respondents did have a positive attitude towards

the using of concept mappings technique. This is showed in item 10, which 70 percent of the

respondents had indicated agreement (Strongly Agree and Agree) to most of the items.

18




Table 4.2 : Result of QS1 of 6 Perdana and Waja

ITEM STATEMENTSD

1

D

2

N

3

A

4

SA

5T

1

I know what concept mapping is now.2

(5%)

4

(10%)

4

(10%)

5

(25%)

10

(50%)

25

(100%)

2

I do not have a technique to help me

learn Science before.2

(5%)

4

(10%)

4

(10%)

5

(25%)

10

(50%)

25

(100%)

3I think the present technique taught bymy teacher helps me in learning

Science.

2

(15%)

2

(15%)

1

(10%)

10

(30%)

10

(30%)

25

(100%)

4

I have improved my Science results.3

(7%)

3

(7%)

2

(6%)

7

(30%)

10

(50%)

25

(100%)

5I believe Concept Maps help me to

improved my Science results.

2

(6%)

3

(8%)

2

(6%)

8

(30%)

10

(50%)

25

(100%)6

I have become more confidence in

learning Science4

(12%)

3

(10%)

4

(12%)

1

(6%)

12

(60%)

25

(100%)

7 I am more organized in my work.3

(12%)

2

(8%)

2

(8%)

3

(12%)

15

(60%)

25

(100%)

8I am more motivated to learn Scienceusing Concept Maps.

2

(8%)

2

(8%)

3

(12%)

3

(12%)

15

(60%)

25

(100%)

9I prefer to learn Science using Concept

Maps.

3

(7%)

3

(7%)

2

(6%)

7

(30%)

10

(50%)

25

(100%)

10I will continue to use Concept Maps

when learning Science.

2

(10%)

2

(10%)

2

(10%)

4

(20%)

15

(50%)

25

(100%)

KEY : SD Strongly DisagreeD Disagree

A Agree

SA Strongly Agree

N Neither

Table 4.3 : Pre and Post Results of QS1 for Primary Six Perdana and Waja

ITEM STATEMENTSD D A SA

Pre Post Pre Post Pre Post Pre Post

19




1

I know what

concept mappingis now.

6

(24%)

8

(32%)

5

(20%)

11

(44%)

11

(44%)

4

(16%)

3

(12%)

2

(8%)

2

I do not have atechnique to help

me learn Science before.

3

(12%)

1

(4%)

6

(24%)

4

(16%)

11

(44%)

9

(36%)

5

(20%)

11

(44%)

3

I think the present

technique taught by my teacher

helps me in

learning Science.

6

(24%)

6

(24%)

9

(36%)

11

(44%)

6

(24%)

4

(16%)

4

(16%)

4

(16%)

4

I have improved

my Science

results.

3

(12%)

2

(8%)

6

(24%)

3

(12%)

10

(40%)

13

(52%)

6

(24%)

7

(28%)

5

I believe Concept

Maps help me toimproved my

Science results.

2(8%)

1(4%)

7(28%)

5(20%)

12(48%)

13(52%)

4(16%)

6(24%)

6

I have becomemore confidence

in learning

Science

3

(12%)

1

(4%)

4

(16%)

4

(16%)

13

(52%)

12

(48%)

5

(20%)

8

(32%)

7

I am more

organized in mywork.

3

(12%)

2

(8%)

11

(44%)

9

(36%)

6

(24%)

11

(44%)

5

(20%)

3

(12%)

8

I am more

motivated to learnScience using

Concept Maps.

3(12%)

1(4%)

2(8%)

1(4%)

12(48%)

13(52%)

8(32%)

10(40%)

9

I prefer to learn

Science usingConcept Maps.

3

(12%)

4

(16%)

2

(8%)

3

(12%)

10

(40%)

14

(56%)

10

(40%)

4

(16%)

10

I will continue to

use Concept

Maps whenlearning Science.

3

(12%)

3

(12%)

4

(16%)

3

(12%)

9

(36%)

10

(40%)

9

(36%)

9

(36%)

4.4 Analysis of Pre-Test and Post-Test

A frequency count was first made of students’ performance in each of the two tests (Pre-Test and

Post-Test) and the result are shown.

20




Table 4.4 : Students’ performance for pre -test

ScorePerdana Waja

Frequency Percentage Frequency Percentage

2019

18 2 8

17 2 8

16 2 8

15 1 4

14 1 4

13 2 8 2 8

12 2 8 3 12

11 2 8 2 8

10 2 8 2 8

9 3 12 2 8

8 2 8 4 16

7 2 8 2 8

6 2 8 2 8

5 2 8

4 2 8

3 2 8

2

1

Table 4.5 : Sstudents’ performance for post -test

Score Perdana Waja

21




Frequency Percentage Frequency Percentage

20 3 12 1 4

19 2 8

18 3 12 3 12

17 2 8 1 4

16 2 8 8 3215 2 8 2 8

14 3 12 2 8

13 5 20 2 8

12 1 4

11 3 12

10 2 8

9

8 1 4

7 1 4

6 1 4

54

3

2

1

From Table 4.5, we see that the students performed marginally better than in the initial results.

Looking at the overall scores in the post-test, it was observed that they were now equally spread

out and the students outperformed.

Table 4.6 : Mean Score for the students

N

50

LOWEST

SCORE

HIGHEST

SCORE

MEAN

18.5

22




PRE-TEST 9 28

POST-TEST50

16 37 26.5

The mean test scores of the students in the post-test tended to suggest that the using of concept

maps programme is much more better and effective .

4.5 Summary

The findings revealed that the using of mind mapping programme in students’ study is effective

in teaching science and answering the multiple choice question. The programme has given a

positive impact on the students in motivating and improving their test performance and score.

CHAPTER 5

CONCLUSIONS AND IMPLICATIONS

5.1 Introduction

23




This chapter discusses the research result by relating the findings to answer the research

questions. The discussion touched on the research objectives, its implication, the

limitation encountered during the course of this study.

5.2 Research summary

This research verified the effectiveness of using concept mapping in teaching science to

Primary Six students’. The sample for this research was a class of 50 Primary Six

students’ at Sekolah Kebangsaan Penampang.

The research instruments employed for this is a sets of questionnaire, pre-test and post-

test. The questionnaire used in this research was modified and adapted from Robb and

Sausser ( 1989 : 7 ).

It consisted of administering a questionnaire to obtain the students’ background

information and their prior knowledge on concept mapping. There was a pre-test and

post-test to see and to determine the effectiveness of the concept mapping technique in

motivating the students’ to improve the students’ score in their test.

The procedure for data collection employed in this research was mainly through the

questionnaire, pre-test and post-test. The data collected from students was analyzed using

Tables. The analysis determined the reliability of the entire data used through testing for

consistency. It is also used descriptive analysis to determine the frequency distribution of

all the variables deployed in testing of the data.

5.3 Discussion of Research Findings

24




This research examines the effectiveness of using concept mapping in the teaching of

science subject. In particular, this study has a structure that focuses on the following :

1. To understand the relationship between concept mapping technique applied and

the increase of students’ in generating ideas as an effective means in a pre-test and

post-test to write better subjective answer.

2. To examine whether teaching concept mapping by the teacher enables the

students’ to write better subjective questions.

3. To identify the link between concept mapping that can increase the students’

score in answering subjective questions.

Therefore, this chapter will cover the findings of the research result and the

relationship of concept mapping.

5.3.1 Discussion of the relationship between concept mapping technique applied

and the increase of students’ in generating ideas as an effective means in a

pre-test and post-test to write better subjective answer.

Concept mapping is a powerful tool for linking knowledge and could be a key to

developing strong performance assessments that ought to be designed to generate

both an assessment of how students are applying concepts and to assess the deep

understanding that students are gaining.

According to Plotnick (1997), researchers began to study the concept-mapping

technique in the 1960s based on the theories of Ausubel (1968), concepts. Since

then, concept mapping has been gaining inroads as a tool who stressed the

important role of prior knowledge in learning about new to enhance problem

solving in education.

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It is clear from this research that the students’ had an advantage as they had

improved more in their test score through the concept mapping technique.

The students’ perform better in the pre-test where 18 (64 percent) of them scored

10 points and above 7 (out of maximum 20 points) in the test. After conducting

the concept mapping technique, there was a significant contrast whereas the

students’ reaped a better result in the post-test with a stark increase of 100 percent

from the pre-test result. One possible reason for the increased performance was

because the used in this technique by the students’ both in and out of class had

managed to improved students’ score in their test.

5.3.2 Discussion of the relationship whether the using of concept mapping

technique by the teacher enables the students to write and increase the

students’ score in answering subjective questions.

According to Landsberger (2000), many teachers who use concept mapping

technique in the early stages of the writing process found that it can help students

to draw their ideas together in their writing.

This is proven with reference to the difference in the mean score after the test was

conducted. With reference to the difference in means for the pre-test and post-test

on the students essays, it also showed an improvement in their essays. During the

pre-test, the students’ mean score is 18.5 percent which was the lowest score

were 3 points while the highest score were 10 points. After introducing the

concept mapping technique, the mean score in the post-test increased to 26.5

percent which was the lowest score were 10 points and the highest score were 20

points. It was increased 100 percent of the students’ performance.

5.4 Conclusion of the research findings

26




This research verified the effectiveness of using concept mapping technique by ESL teachers to

help their students in answering subjective question. This is because teachers hardly use concept

mapping to teach essay writing to their students’.

The common problems faced by students when they writing essay are the inability to elaborate

the main idea. Therefore, concept mapping is hoped to be a way to fix it. Concept mapping

technique helps the students’ in their writing by putting ideas to paper and to get their ideas

flowing.

The lists of the research findings are as below ;

1. To understand the relationship between concept mapping technique applied and the

increase of students’ in generating ideas as an effective means in a pre-test and post-test

to write better subjective answer.

This is proven with reference to the students, performance after the introducing of the

concept mapping for item 1, 75 percent of the respondents showed their interest in using

concept mapping.

For item 4,5,6 and 8, most of the respondents indicated that by using concept mapping in

their study, they gained lots of benefits and improved their result in science subject. They

became more motivated in learning science subject and their interest towards the subject

was increased.

For item 9, 80 percent prefer to learn science subject using concept mappings. The

overall results gave the impression that the respondents did have a positive attitude

towards the using of concept mappings technique. This is showed in item 10, which 70

percent of the respondents had indicated agreement (Strongly Agree and Agree) to most

of the items.

27




2. To examine whether teaching concept mapping by the teacher enables the students’ to

write better and increase the students’ score in answering subjective questions.

This is proven with reference to the students, performance after the introducing of the

concept mapping. The score of the students’ performance was increased especially for the

experimental group of students’ reaped a better result in the post-test with a stark increase

of 100 percent from the pre- test result that is from 4 to 25 students’.

5.5 Implication of research findings

This research has identified that using concept mapping in writing has proven. That

means the effectiveness of using mind mapping to motivate Primary Six students to

perform better in writing was successful.

The findings of the research has proved that the using of concept mapping to students

help them a lot to strengthen their ability to extract the main ideas faster.

Eventhough this research has made the contribution to the knowledge that concept

mapping is useful in writing but it still has its limitations. Firstly, the students with low

proficiency of level should be guided by the teachers. Then, in order to make the students

more independently in concept mapping, they should exposed to variety alternative of

using concept mapping.

5.6 Recommendation of research findings

The field of educational research is expanding and a single researcher is not going to

cover all educational research subject. According to Wiersma (2000), education research

28




should be viewed as a continuing activity in which each specific project adds to the store

of knowledge or provide solutions to educational problems.

This is certainly a topic that deserves further study. Even given its limitations, this study

has provided many ideas for ways to modify the researcher practices. It seems that

concept mapping can help to stimulate and challenge students to look deeper into their

writing. As a result of this study, a researcher had begun to analyze these concept

mapping to look for misconceptions the students might have had about essay writing.

The researcher also used concept mapping as pre-writing tools to help students plan their

answer in subjective questions. The researcher firmly believes that concept mapping and

other graphic organizers can be used in many ways in the classroom to encourage higher

order thinking and writing.

Further research should consider the need for long term research such as using concept

mapping to produce essays in the form of a guided writing or answering subjective

questions.

5.7 Summary

The research presented provides an investigation into the effectiveness of using

mapping in the teaching and learning of essay writing. According to

29




Anderson-Inman, Ditson, and Ditson (1999) cite considerable evidence that concept

mapping promotes meaningful learning in science. In science education, concept

mapping has been widely recommended and used in a variety of ways to observe change

in students' understanding of concepts over time, to assess what the learner knows, and to

reveal their unique thought processes. It has been used in evaluation of science

curriculum and instructional activities for promoting conceptual understanding and

positive learner attitudes toward science. When Anderson-Inman, Ditson, and Ditson

(1999) investigated the use of concept mapping as an accommodation strategy for

students with learning difficulties, they found that computer-based concept mapping

assists students who are oriented toward visual learning (or who have difficulty reading

and writing text) to graphically represent what they are learning. Students' graphic

representation of science concepts can be tracked over time, which provides teachers with

a method for monitoring conceptual growth as a function of instruction.

The findings of this research have answered all the hypothesis in this research. Concept

mapping can be conducted to help teachers in teaching the essay writing process in

school to their students.

Concept mapping is flexible, usefull as well as able to help students to be creative and to

think freely during the process of essay writing. By using concept mapping as a pre-

writing activity students are able to produce better essay.

References

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for comprehension. Kent, CT: Sniffen Court Books.

30




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http://www.graphic.org/concept.html





http://www.science.uniserve.edu.au/





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Weinstein, C. E. & MacDonald, J. D. (1986) Why does a school psychologist need to know about

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Appendix 1

QUESTIONNAIRE 1

Dear students,

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The following questions are about the things that you have improved on after learning Concept

Maps. I would really appreciate it if you could spare some time to answer the following

questions. Your cooperation is highly appreciated. Please tick ( ✓ ) on your choices in the

options provided.

SUBJECT'S PROFILE

Name :………………………………………………………………

Gender : Male Female

Race : Melayu Kadazan Chinese Indian Others

Father's occupation: Government employee Private Sector

Doing Business Retired

Mother's occupation: Government employee Private Sector

Doing Business Housewife Retired

UPSR Science Result: A B C D E

Language spoken at home: Melayu Kadazan Chinese

English Tamil Others

For each of the following questions, please tick the boxes which you think best describe the

extent you agree or disagree with the questions provided.

ITEM STATEMENTSD

1

D

2

N

3

A

4

SA

5T

1I know what concept mapping

is now.

35




2I do not have a technique to

help me learn Science before.

3

I think the present technique

taught by my teacher helps me

in learning Science.

4I have improved my Science

results.

5

I believe Concept Maps help

me to improved my Science

results.

6

I have become more

confidence in learning

Science

7I am more organized in my

work.

8I am more motivated to learn

Science using Concept Maps.

9I prefer to learn Science using

Concept Maps.

10I will continue to use Concept

Maps when learning Science.KEY : SD Strongly Disagree

D Disagree

A Agree

SA Strongly Agree

N Neither

Appendix 2

PRE-TEST / POST-TEST

Name :……………………………….

36




Class :………………………………..

Date :………………………………...

Section B

[ 20 Marks ]

Answer all questions.

1. Diagram 1 shows an investigation. Two young rabbits of the same weight are kept in

two cages labelled X and Y.

Diagram 1a) What is the purpose of the investigation?

(1 mark )

b) In this investigation :

i) What to change : ____________________________________ ii) What to keep the same : ____________________________________

( 2 marks )

c) Write one observation from the investigation.

________________________________________________________________

37




________________________________________________________________

( 1 mark )

d) State one inference based on the observation stated in 1 ( c ).

________________________________________________________________

________________________________________________________________

( 1 mark )

2. Syariman sets up a simple pendulum to find out how the number of swings of the

pendulum in one minute change when the length of the pendulum changes.

The results of investigation are shown in the following table.

Length of thread ( cm ) Number of swings

5 55

10 45

15 35

20 25

Table 1

a) What is the aim of the investigation?

________________________________________________________________ ________________________________________________________________

( 1 mark )

b) Based on the investigation, state the following :

i) What to change : ____________________________________

ii) What to measure : ____________________________________

( 2 marks )

c) State the pattern number of swings.

___________________________________________________________

( 1 mark )

d) Predict the number of swings when the length of thread is 25 cm.

38




___________________________________________________________

( 1 mark )

3. The diagram below shows the set up of an experiment carried out by a group of

pupils to study the factors that caused the rusting of an iron nail.

Diagram 2a) What is the purpose of the investigation?

________________________________________________________________

________________________________________________________________

( 2 marks )

b) State your observation based on the experiment.

________________________________________________________________

________________________________________________________________

( 1 mark )

c) State one inference based on the observation stated in 3 ( b ).

39




________________________________________________________________

________________________________________________________________

( 1 mark )

d) What is the conclusion of the investigation?

________________________________________________________________

________________________________________________________________

( 1 mark )

4. Diagram 3 shows the position of 5 planets to the sun in solar system

Diagram 3

Table 2 shows the distance of the planets from the sun and the number of days to

complete one orbit.

PlanetsDistance from the sun

( million km )

Number of days to

complete one orbit

M 58 88

N 108 225

O 150 365

P 228 687

Q 778 4380

Table 2

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a) State two informations gathered in this investigation.

________________________________________________________________

________________________________________________________________

( 2 marks )

b) Predict the position of the planet R if the planet takes 500 days to complete one

orbit.

________________________________________________________________

( 1 mark )

c) Suggest one hypothesis from the investigation.

________________________________________________________________

________________________________________________________________

( 1 mark )

d) What conclusion can be made from the information in table 2?

________________________________________________________________

________________________________________________________________ ( 1 mark )

END OF PAPER

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