Effects of concept mapping on students’ science learning: secondary schools of Habru Woreda, Amhara Region-Ethiopia

Abstract

The study examined the effectiveness of concept mapping in improving students’ academic performance using an embedded mixed-methods design. It involved Srinka Secondary School’s grade 10 biology teacher, students, and department head in the study and gathered data from them by using biology achievement tests, interviews, and focus group discussions. The collected data was analyzed quantitatively and qualitatively, and it revealed that concept mapping was more effective in teaching cell division than the lecture method, but challenges include practitioners’ lack of background experience, time constraints, students’ absenteeism, and weak teacher support, which affected concept mapping implementation. Training practitioners, learners’ regular attendance and use of context-based materials, time management, and teachers’ artistic teaching approaches were suggested as solution strategies. Therefore, responsible bodies are required to create a conducive instructional environment that can scale up practitioners’ concept mapping and practice initiatives.