dc.description.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. |
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