Concept mapping and secondary physics students cognitive performance

Abstract

The study made used of post-test only non-equivalent experimental design, data were obtained from two intact classes of 100 senior using standardized test, researcher-made instrument and documentary analysis. The concept mapping strategy used to summarize the lesson.
The one-way ANCOVA was used to determine the significant differences between group of students across their profile, using mental ability IQ and GPA as covariant.
Majority of the have GPA range of 80.00 - 84.99 and belong to an Average IQ level.
The total post-test mean scores of the experimental group was higher than the control group. This indicates that concept mapping effectively improved performance.
When GPA was used as covariant, the treatment performed in the cognitive areas namely: knowledge, application, analysis and synthesis in favor of the experimental group. While with Mental Ability (I.Q), only analysis was significant.
The result implies that: Concept mapping is an effective strategy in teaching Science and Technology IV (Physics) along important areas of the Cognitive areas.
The recommendations are: Teachers should train and adopt the concept mapping to improve the student performance. GPA should be the basis for sectioning.