A comparative evaluation of computer-based collaborative concept mapping (CBCCM) on students’ attitude in secondary schools in Uasin Gishu County, Kenya.

Abstract

Background: The careers in STEM discipline are influenced largely by attitudinal component,which in turndetermines the achievementoutcomes. In Kenya, the performance in Biology subject in KCSE averages 55% and this has been attributed to the students' negative attitude towards science subjects. Thus, these performance level call for a review of the affective characteristics of the students. Extant literature revealed thatthe integration and use of ICT in teaching is postulated to lead to a rise in positive attitudes. Despite the increasing adoption of ICT in science education in schools in Kenya, evidence to support the application of collaborative mindtools in teaching and learning is limited and inconclusive. Therefore, due to the dearth of studies examining the application of collaborative mindtools, the research examined how computer-based collaborative concept mapping (CBCCM) influences students’ attitudes towards biology in selected secondary schools in Uasin-Gishu County, Kenya. Materials and Methods: The study used the Solomon Four Group design which manipulated the variable of interest, computer-based collaborative concept mapping in the experimental groups. The target population were from form-two secondary school students from eight secondary schools; four boys’ and girls’ extra-county school in Uasin-Gishu County, Kenya.There were two experimental and control groups based on the presence or absence of computing facilities in the schools with a total of 345 students, split into167 students in the experimental group and 178studentsin the control group. At the onset of the experiment, the study measured the attitudes towards biology using a conventional tool before assigning the students to these groups. Study procedures: The experimental groups were taught using CMapTools software in the computer laboratory while the control group learned conventional learning approach. First, the researcher trained the biology teachers on construction and use of concept maps who were in turn, train their students on construction and use of computer-based concept maps. In the end, the research assistants were left with an expert concept map detailing the topic of respiration and a scoring rubric to be used to correct learners' concept maps and to give feedback during the actual treatment period. The training of students was done a day after the pre-test and took five days of one hour each day. The control group were taught using the conventional methods that include, teacher demonstrationand feedback. The experimental group constructed concept maps on each sub-topic and the maps would be scored by the research assistants using the scoring rubric provided by the researcher. After the end of the study period, both the experimental and control groups took a post-test questionnaire on attitudes towards Biology. The data generated were entered into statistical software and analyzed using descriptive and inferential statistics. Importantly, χ2 and t-test were conducted at ά= 0.05 level of significance. Results:At the pre-test period, the χ2 - statistic(p>0.05) for the attitudinal component items (Table 2) showed that there was no significant difference in attitudes between the groups. At the end, theχ2 - statistic(p>0.05) indicated that there were no significant differences in attitudes between the experimental groups. Thus, it can be inferred that the attitudinal component of the two experimental groups (group one and group three) was more or less similar. Thus, the study concluded that CBCCM has a significant effect on the students' attitudes. Conclusion: The application of mindtools, in particular, concept mapping is an effective strategy for modifying students' attitudes towards the subjects and is, therefore, a more effective tool to realign students’ attitudes towards science education in secondary schools in Kenya. The study recommends instructors and teachers should adopt and incorporate collaborative and computer-based systems to improve students' attitudes towards science education and consequently learning outcomes in science education