Improving Teaching and Learning of Glycolysis and Kerbs' Cycle Using Concept Mapping Technique

Abstract

The purpose of this study is to investigate the use of concept map to enhance academic performance of students in Glycolysis and Krebs cycle. Sixty-three (63) second year students from Odorgonno Senior High School (OSSA) in the Greater Accra Region of Ghana were used for the study. A quasi-experimental design which combines both qualitative and quantitative with inclusion of participatory design was used to gather information from students’ concept maps (interventional tool used) on Glycolysis and Krebs cycle. Closeness index technique designed by Goldsmith, Johnson and Acton (1991) was used to assess students’ concept maps. The outcome of the study disclosed high performance of students’ skills in concept map construction and a significant increase in students’ understanding of Glycolysis and Krebs cycle; concepts in tissue respiration. The study portrayed a significant difference between the pre-test and post-test scores and this suggests that concept mapping is an effective tool that can enhance SHS students’ academic performance in Glycolysis and Krebs cycle.