IT5 IMPLICATION TO LEARNING AND RETENTION AMONG SPECIAL SCIENCE CI.ASS STUDENTS
IN REGION
III
A Dlesertatlon
Preeented to
fhe Faculty
of
the Graduate Sehool Pampanga Agrleultura1 CollegeMagalang, Pa.mpanga
In Partlal
Fu1fl1lnentof
the Requlrementefor
the DegreeT)nalnn af Fz{rraqf { nn
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(Educattonal Management )
BY
Wllfredo S. Ocampo
Aprll,
1997Tlr{f;*f ;
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Researcher
Schoo I
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of Pages
Text No-
of Pages Year
Adviser
vii
AESTRACT
Concept Mapping as an Instructional Strategy: Its Implication to Learning and Retention Among Special Science Class Student,s in Region III
W]LFREDO S. OCAMPO
PAMPANGA AGRICULTURAL COLLEGE
Doctor of Educalion ( Ed.D- )
Educational Management
1 007
DR. JACQI.]ELII'IE VISTE_BAGUNU
Rat lona le,/tsackground :
This study is based on the Ausubelian Theory of Cognitive Learning which eu'rphasized the need to provlde meaningful learning and retention, rather *rhan Iearning by rote. This underscores the need to use more effective instrr.rctional strategies in the science classroom. One of the contemporary instructional strategies which holds promise is the concept mapping strategy. The efficacy of this strategy in attaining meaningful learnlng and retention among Biology stucients in the Special Scienee Classes of Region III was assessed in this study-
The study generally assessed the effectiveness of eoneept mapping in teaching-learning and retention in
secondary ESEP Biology students in Region III.
Spee1fieally, this study atiempted to answer the
following querries.
1. What is the socio-demographic profile of the
respondents in terms of age, sex, hobbies,
family income and occupation of parents.
2- Is there a significant difference of average
pretest scores between the experimental
and eontrol group-
a) in each sehoof i
b ) in al} school-s?
' 3. Is there a significant difference in the
average posttest scores (achievement ) of respondents imr,ediately after the lesson -
) in each school?
b) in all schools?
4. fs there a significant difference of the posttest scores of r.eeponcients administered and recorded after one week? four weeks?
( retenr.ion ) -
a) i.n each school?
b) in all schools?
1 '!a
5. Is there a signif icant relati-onship between the
socio demographic variables such as age with the level of achievement as measured by the
irnmediate posttest ln all school.
6. What is the inplication of the results of study to Educational Management?
this
Procedure
Using the Quasi-Experi-mental 'Non-Equivalent
Control Group Design, six selected schools ngmelv -
Angeles City High School, Pampanga High School, Juan R.
Liwag High School, Qlongapo City National Hieh School, Marcelo H.del Pilar High School, and Tarlac High School.
Control and experimental grouPa were subiected to pre-
and post instructional comparisons on achievemen+- and
retention. The experinnental group in each school consisted of 20 students who used the coneept napping
strategy whiIe. the control group consisting of 20 students in each school received standard instruction.
Treatment of Data
fhe following statistical procedures were enployed
in the testing of hypothesis and analysis of the data
co llected -
i-nitial difference between the experimental and control
groups.
2- t-test on the gain scores from pretest to posttest to find out any significant gain 1n the achievement between the two treatment groups. This was used to test boih achievement and retention,
3. Weighted Meanr percentages and Ranking were
used to analyze socio-demographie data
Flndlnge
Based on the data presented, the following sumnary of findings are hereby presented:
I ) On the socio-demograFhic profile of the respondents;
a) The mean age of the respondents from al-l the school.s was computed to be 15.08, which is just the right age for third year
Lr-L lrIBtI ^^L.^^l DU!]L'L/l ^!..J^-+^.-UlluslltJs,
Females dominated the males as reflecred in their meen percentages recorded as
53.75 and 46.25, respectively-
As to hobbies, majority of the respondents (107 or 41.48%) resorted to reading as eompared io the others who watch b)
c)
xi television (99 or 4t.25%) and sketching
( 34 or 14. L7%) , lsrplying that since students in this progran were so chosen as
special class, they have great interest in achlevlng knowledge as indleated by their willingness to read and gain additional lnformation through books, magazines etc.
d) The fanily ineome of respondents in
Angeles City Hieh School (P12,499) and
Olongapo City Hieh School (P10,499) were
recorded io be above the average j-ncome which is P8499.50; the poorest comes from
the Juan R. Liwag Hieh School wi'r'.h mean
income of 4,999 and sliehtly average income was found in Pa$panga Hlgh School,
Tarlac National High School and Marcelo H.
de1 Pilar High School with a mean income of P7,999, 7749 and 7249, respectively.
2. On the Pretest Scores of F.espondents, the ave"age
scores for each eontrol and experimental groups were reeorded to be 15.58 and 15.68, respectively. The t-test established a t-cosrputed value of 0.350, which when compared wlth the t-labul-ar value of 2 .2?,8 at 5% level and 10 d.egreee of freedom, showeti no significant di-fference, imprying a more or less the sane entry
knowledge of respondents on the topic presented.
3. On the Posttest Scores of the Respondents;
a ) f mmediat,e posttest revealed a signlf icant difference anong posttest scores of those from
control and experimental groups as indleated by
t,he computed t-value of 3.095, a value higher than t-tabular value of 2.228 with degrees of
freedom of 10 ai 5% level.
4. The retention rate of the experimental groups as
compared to the control group was revealed to be higher- The irunedi-ate mean retention score in the experimentaL
group is 25.24 against 2t-2O; After one week, the
experimental g:-'cup recorded a nean retention score of 24.45 against 18.36 from control group; The mean retention score after four weeks is 24.5 in the experimental group against 18.20 in control group. This
implies that students who were taught with the concept
mapping strategy retained biologieal concepts better than those of the control group who used standard
i-nstruction.
5. With regards to the relationship betrveen the socio- demographic variable srrch as age with the academic
achievement of students, The following results were establ ished:
a.
b-
d.
a
f.
Age Age Age Age Age
Aoa
vs. Aehievement
vs- Achievement
vs- Achievement
vs. Aehievenent
vs. Achievement
vs. Aehievement
*ns-
in Angeles City Hieh Schoo}
in Pampanga High Sehool
in Juan Liwag High School
in Olongapo High School in MH de1 Pilar Hieh School in Tarlac Hieh School
not elgnlflcant
xiii
ns ns ns
ns
NS
ns
Concluslone
From
the
foregoing findings, conclusions $/ere drawn:the following
f) That pretest scores of respondents fron both the experimental group (with concept mapping) and control grorlp (without concept mappi.ng) in all schools were statistically validated to establieh a non-significant differer'ce anong their neans, henee, both groups have more or Iess equal level of entry know.l.edge on the
topic on Photosyntheeis;
That coneept mapping as a teaching st.rateg:y, was
revealed to be effective in enhancing students- achievennent and ret,ention; as validated by the
t-tests -
That the achievements of students from all schools were i-n no way affected by their age as
revealed in the chi-square t,est.
2)
3)
RECOMMENDATIONS
The followlng reeonmendations are hereby presented based from the flndings and eonclusions:
1) Concept, maps shotrld be incorporated in the syllabus for bet'ber understand.ing and retention of biological concepts;
2) Further research should be made on the fo llowing:
a) Concept naps as a strategy to acquire more abstract concepts-
b) Concept, maps as a metacognitive tool c) Concept maps as a tool to rectify
misconceptions and as a means to reconstruct alternative eonceptual
frameworks.
d) A replication study to establ.ish gender effects of concept maps-
