Damcho Gyeltshen, Chogyel, Kinley Tshering, Bhaskar Chettri, Samdrup Rinzin, Dorji Tshegay, Sherab Chezang, Kelzang Lethroe, Kuenzang Om, Dorji, Deki Yangzom, Tshering Dema, Samdrup Dorji, Tashi Jamtsho
(2023) Vol. 01, No. 01, pp. 64-87
A total of 60 students took part in this quasi-experimental study to investigate the
effectiveness of concept map (CM) as a teaching method to teach science for grade nine students.
Students were grouped as control and experimental based on their performance in the pre-test, which
was intended to evaluate their ability. The group of students with low scores was the experimental
group, and students with high scores were the control group. All three science for the experimental
groups were taught for four weeks using a concept map, whereas the control group with the traditional
lecture method. The post-test was conducted using the same achievement test questions. Moreover,
students’ opinion on using concept map was collected through a survey questionnaire. Further, six
students participated in a structured interview to collect qualitative data.
The t-test result on the means of the control and experimental group revealed a significant
difference, with the experimental group outperforming the control group. Similarly, students’ opinion
towards using concept map as a teaching method was high, except for the satisfaction subscale.
Furthermore, a strong positive correlation was revealed between students’ achievement test scores and
their level of opinion. The qualitative data analysis also revealed that using a concept map helps
improve science’s academic performance. The findings of this study would be instrumental to grade
nine subject teachers and school leaders in bringing positive change in students’ academic
Keywords: Concept map, Science education, Effective domain