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EFFECT OF CONCEPT MAPPING AND
INTERACTIVE LEARNING METHOD ON STUDENTS ACADEMIC PERFORMANCE
CHAPTER
ONE
INTRODUCTION
1.1 Background of the study
Human has always curiosity about the
biotic world around him and their relation with a biotic world. His curiosity
starts from his own bodily structure. Human got the key of healthy life through
the study of bodily structures of his own and other organisms. Our day today
life activities depend on our bodily organs. The personality of a person
depends on how he uses his organs. The person should know all the information
about it so to take care of it.
Today’s learners are tomorrow’s decision
makers. The willingness of engaging oneself with contemporary science and its
associated issues are now more prominent. For this the science teachers need
opportunities to keep update and to developed engaging classroom approaches.
The aim at today’s science education is to bring the real world in to the
classroom. Today’s science teachers are searching the ways in which new
knowledge can be brought is to the classroom. It is important that we teach
students to make connections between what they learn in the classroom what they
see in everyday life.
At the higher secondary level Biology
is taught through lecture method, practical method, models and charts. A few
experimental teachers follow self-study, group discussions or seminar methods.
However, one can’t say surely that students learn everything about Biology by
these methods. The present research is undertaken to find out a new method that
will be easily available both for teachers and students and will prove the
prevailing methods are inappropriate.
A few concept maps are included in
the book of biology prescribed for higher secondary school. Both the teachers
and students might be using these concept maps for the teaching-learning
process but the method if concept map technique in studding is not practiced regularly.
The present research attempts to
examine the output if the separate concept maps on each units of XI Standard XI
Biology are used in the teaching-learning Process.
In fact, we are associated with the
term concept map since our childhood. Along with its development the brain
starts exploring the relationship between the persons, events and things around
it. As the child’s experience increases, the same is being saved in the brain
for example-
a) The
correlation between the kinds
b) The
correlation between the various departments/sections of one’s office
c) The
correlation among the things around
A few examples of the practical
application of concept map are: a chain system of tiff in carriers of in Mumbai
or the Railway Timetable. The term ‘concept map’ may be defined as: concept
maps are multi-purpose tools to visualize connections in complex systems in a
wide variety of fields.
Concept maps can be defined as a form of
node-link diagram for organizing and representing, semantic relations among
ideas.
Many ordinary students face
difficulties while dealing with some units of Biology’ at higher-secondary
level, for example- Morphology of flowering plants. If the teacher teaches this
unit with the help of the concept map, the students will get are the important
points at a glance. The special feature of concept map is proper presentation
of maximum information in minimum words. It helps to increase the understanding
capacity of student’s ‘concept map’ makes the teaching-learning process more
easy, lucid and effective. The dissertation research explore the use at concept
maps as knowledge integration tool to draw out exciting ideas & connections
to form new ideas & sort out alternative ideas.
1.2 Statement of Research Problem
Effect of concept maps on academic
achievement in the subject biology among the higher secondary level school
students.
Operational Definition of the Key
Concepts Concepts Maps
For the purpose of this study concepts maps
means diagrammatic & graphical representation of concepts in the XI
Standard text book of Biology, to enhance knowledge integration. For the
purpose of this study concept maps will be prepared on selected from XI
Standard biology textbook.
Academic Achievement
For the purpose of this study Academic
achievement means marks scored by XI standard Biology students in examination
taken by researcher. The question paper used for this exam is on textbook which
is published by Maharashtra state board of secondary and higher secondary
education.
1.3 Objectives of the Study
1. To study the effect of concept map
strategy on academic achievement of XI Standard Biology students.
1.4 Assumptions of the study
1. Content
of XI Standard Biology syllabus includes concept which can be studied with
concept map technique.
2. Content
of XI Standard Biology syllabus includes concept which helps to prove that the
concept maps can be used for knowledge integration among XI Standard in the
subject Biology.
1.5 Research hypotheses
Concept mapping strategy can enhance
academic achievement of the XI Standard student in the subject Biology. Null
hypotheses
1. There
is no significant difference between the pre test scores of control group and
experimental group for academic achievement test.
2. There
is no significant difference between the pre test scores & post-test scores
of control group for academic achievement test.
3. There
is no significant difference between the pre-test sore &post test scores of
experimental group for academic achievement test.
4. There
is no significant difference between the post test scores of control &
experimental group for academic achievement test.
1.6 Significance of the study
1.Many students leave school with a
very fragmented knowledge of biology that does not allow them to understand
complex scientific systems and connections to their everyday lives. The
research allows students to build strong understandings. Knowledge integration
process can be enhanced with the help of concept mapping strategy & it is
helpful for increasing the academic achievement of higher secondary level
science students.
2. This
study is important for constructive learning. The goal of this study is to
explore concept maps as interactive tool implemented in a technology supported
learning environment with interactive visualizations designed to support strong
understandings of Biology that enables learners to explain real life
phenomenon.
1.7 Scope of the study
1.The findings of this research are
applicable for all the higher secondary schools.
2.The results & conclusions of
this research are applicable for the subject Biology of higher secondary level.
3.The findings of this research are
applicable in the field of concept mapping.
1.8 Significance of the study
The results of the present study are
useful to
1.Teachers teaching Biology subject
at junior level can develop on emergent teaching method.
2.Students studying Biology subject
and social science at high school level can use Concept map technique as study
tool.
3.Teachers teaching science and
social science at high school level can use concept map technique as teaching
method.
4. Students will get essential
direction for precise use of concept maps in education research.
5. The
Bureau of text-book production and curriculum research can develop, revision
tools, evaluation tools for knowledge integration at school and junior college
level.
6. Research
Guides will get a new direction for precise use of Concept maps for knowledge
integration in educational research.
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