Improving Secondary Students’ Cognitive Process in Biology Using Concept Mapping and Cooperative Mastery Learning Strategies

Bizimana Emmanuel, Dieudonné Mutangana, Adrian Mwesigye

Abstract


Students’ performance in Biology in National Examination has been reported to be unsatisfactory. This demands teachers to shift to methods that enable students to acquire meaningful learning. In an attempt to cope with this situation, the effects of concept mapping (CM) and Cooperative Mastery Learning (CML) on the cognitive process in Biology among lower secondary school students in Nyamagabe district, Rwanda was investigated. A quasi-experimental non-equivalent pre-test, post-test control group design was applied to a sample of 449 Senior Secondary School two (SS2) students (224 males and 225 females) drawn from seven co-educational secondary schools purposively selected from 46 schools. The students were in CM (n=151), CML (n=144) and Conventional Teaching Method (CTM) (n=154) groups. The Biology Achievement Test (KR-21=0.82) was used to collect data. Analysis of Covariance and Bonferroni test were applied for data analysis. Findings revealed that CM and CML groups scored better in all cognitive domains tested than the CTM group. A statistically significant difference between CM and CML was observed in favour of the CM. Based on the findings, it was concluded that the implementation of CM and CML can improve the students’ cognitive learning achievement in Biology than CTM. 

Keywords


Concept mapping, Cooperative mastery learning, Cognitive process Instructional strategy

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DOI: http://doi.org/10.11591/ijere.v11i2.22454

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