The effect of teacher generated concept maps on learning of secondary school physics

Physics concepts underpin much higher level technical knowledge and therefore are crucial to success in many technical disciplines. However, misconceptions in elementary physics are quite prevalent among secondaiy school students. Therefore, it is important to identify and implement the most effective teaching and learning methods that can reduce instances of physics misconceptions. The aim of this study was to investigate the effect of using teacher generated concept maps on the learning of linear motion concepts in the secondary schools physics. The study used a pre and post-test quasi-experimental design method with a control group. The samples were two groups of form four students from a Teluk Intan Technical Secondaiy School in Perak, Malaysia consisting of 28 and 29 students for the experimental and control group respectively. The experimental group was taught physics with concept maps being one of the teaching and learning tools and the control group was taught physics without concept maps. Data were gathered on types and frequency of classroom interactions, students' perception of concept maps and their learning achievements in physics test. It was found that students in the concept mapping group were more participative in class and obtained a statistically significantly higher mean gain on the physics test (n=17.3) compared to the non-concept mapping class (n=12.9) withp < 0.001. The concept mapping group also performed better on the long-term achievement measure. It was concluded that teacher generated concept maps is an effective teaching and learning tool for promoting concept learning of linear motion in physics.

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