The effect of retrieval based concept mapping on information retention and performance in chemistry among form three students at Turkana Girls’ Secondary School, Turkana County-Kenya

Abstract

Performance in Chemistry at the Kenya Certificate of Secondary Education (KCSE) examinations has continued to be poor over the years. This has mainly been attributed to ineffective instructional methods that do not promote meaningful learning of scientific concepts. Concerted effort has been made to alleviate this problem including in-service training of teachers through Strengthening Mathematics and Science in Secondary Education (SMASSE) program but the situation has persisted. The aim of this study was to find out if teaching and learning of chemistry can be enhanced by use of Retrieval Based Concept Mapping (RBCM). This is a study strategy that integrates Concept Mapping and Retrieval Practice which have both been found to support meaningful learning and retention of concepts. The objectives were to compare Concept Mapping and Retrieval Practice and also find out which Retrieval Practice activity between Free Recall and Concept Mapping is more superior to the other in enhancing performance and retention of chemistry concepts. Hypothesis were stated and tested at 0.05 level of significance. A non -equivalent quasi experimental design with a pretest and posttest was used with a sample of 103 participant drawn from form three students at Turkana Girls Secondary School using convenient sampling method. Craik and Lockhart‟s level of processing theory, Ausubel‟s theory of meaningful learning, context reinstatement and elaborative theoretical accounts guided the study which was conducted for a period of nine weeks during the second term of the Kenyan school calendar. Data was mainly generated from three test instruments administered to participants as Chemistry Pretest, Chemistry Achievement Test and Chemistry Retention Test. Participants in three intact classes which formed the comparison groups were taught the topic „Organic Chemistry‟ for three weeks and then subjected to revision of concepts using either Elaborative Concept Mapping, Retrieval Practice by Free Recall or Retrieval Practice by Concept Mapping. Data obtained was analyzed using means, standard deviations, Kolmogorov-Smirnoff test and Kruskal Wallis H test with the help of Statistical Package for Social Scientists version 23. Results obtained showed that Retrieval Practice and Concept Mapping are both effective strategies in enhancing performance and retention of chemistry concepts but Retrieval Practice is a better study strategy than Concept Mapping. This study also found that Concept Mapping when used as a Retrieval Practice activity gives better results than Free Recall. The study therefore recommends that teachers and learners embrace the use of Retrieval Based Concept Mapping (RBCM) as one way of improving performance in chemistry. Center for Mathematics and Science Teacher Education in Africa (CEMASTEA) should consider adopting this study strategy as a teaching and learning model to be incorporated in their SMASSE training modules. It is anticipated that this study will elicit more interest in the areas of Concept Mapping and Retrieval Practice which have drawn little interest among researchers in the Kenyan context.