Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State

This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemic...

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Main Authors: Inibehe Sunday Etokeren, ABOSEDE, Olufunso Olumide
Format: Article
Language:English
Published: Universitas Islam Indonesia 2022-04-01
Series:IJCER (International Journal of Chemistry Education Research)
Online Access:https://journal.uii.ac.id/IJCER/article/view/22361
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author Inibehe Sunday Etokeren
ABOSEDE, Olufunso Olumide
author_facet Inibehe Sunday Etokeren
ABOSEDE, Olufunso Olumide
author_sort Inibehe Sunday Etokeren
collection DOAJ
description This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemical Bonding Misconceptions Diagnostic Test and Interview Schedule validated by two Science Education Lecturers. The reliability coefficient of 0.87 for the Chemical Bonding Misconceptions Diagnostic Test was determined by test-retest method using Pearson Product Moment Correlation Coefficient formula. Careful piloting of the interview schedule was carried out, and the use of scientific terms as well as discussions were avoided to ensure reliability of the interview schedule. Research questions were answered using percentage and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on the use of concept mapping strategy while negligible reduction was found with lecture teaching method. Also, statistically significant difference in the misconceptions of students taught with concept mapping strategy and those with lecture method was found.  This suggests that students’ misconceptions about chemical bonding were corrected on application of concept mapping strategy. There was gender related difference in misconceptions of students taught chemical bonding using concept mapping strategy. It was recommended among others that; teachers should embrace the use of conceptual change strategies such as concept mapping in teaching chemical bonding and other abstract concepts in chemistry. Also, students’ misconceptions should be identified at the beginning of the lesson to facilitate correction. Keywords: misconceptions, concept mapping, chemical bonding, and teaching strategy
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spelling doaj.art-6c40187f616141ddad1608ad99e8b3f12023-09-02T09:36:53ZengUniversitas Islam IndonesiaIJCER (International Journal of Chemistry Education Research)2549-99472614-14262022-04-016110.20885/ijcer.vol6.iss1.art3Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State Inibehe Sunday Etokeren0ABOSEDE, Olufunso Olumide1Department of Science Education, Faculty of Education, Rivers State University, Rivers State NigeriaDepartment of Chemistry, Federal University Otueke, Yenegoa, Bayelsa State, Nigeria This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemical Bonding Misconceptions Diagnostic Test and Interview Schedule validated by two Science Education Lecturers. The reliability coefficient of 0.87 for the Chemical Bonding Misconceptions Diagnostic Test was determined by test-retest method using Pearson Product Moment Correlation Coefficient formula. Careful piloting of the interview schedule was carried out, and the use of scientific terms as well as discussions were avoided to ensure reliability of the interview schedule. Research questions were answered using percentage and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on the use of concept mapping strategy while negligible reduction was found with lecture teaching method. Also, statistically significant difference in the misconceptions of students taught with concept mapping strategy and those with lecture method was found.  This suggests that students’ misconceptions about chemical bonding were corrected on application of concept mapping strategy. There was gender related difference in misconceptions of students taught chemical bonding using concept mapping strategy. It was recommended among others that; teachers should embrace the use of conceptual change strategies such as concept mapping in teaching chemical bonding and other abstract concepts in chemistry. Also, students’ misconceptions should be identified at the beginning of the lesson to facilitate correction. Keywords: misconceptions, concept mapping, chemical bonding, and teaching strategy https://journal.uii.ac.id/IJCER/article/view/22361
spellingShingle Inibehe Sunday Etokeren
ABOSEDE, Olufunso Olumide
Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
IJCER (International Journal of Chemistry Education Research)
title Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
title_full Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
title_fullStr Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
title_full_unstemmed Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
title_short Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State
title_sort effect of concept mapping teaching strategy on students misconceptions about chemical bonding in rivers state
url https://journal.uii.ac.id/IJCER/article/view/22361
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