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dc.contributor.adviserMillamena, Leopoldo A.
dc.contributor.authorCanaman, Tony Ray A.
dc.date.accessioned2021-02-13T03:49:58Z
dc.date.available2021-02-13T03:49:58Z
dc.date.issued2014
dc.identifier.citationCanaman, T. R. A. (2014). The effect of concept mapping strategy in the difference on performance of students in College Physics (Unpublished Master's thesis). Central Philippine University, Jaro, Iloilo City.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12852/356
dc.descriptionAbstract onlyen_US
dc.description.abstractThis study investigated the effect of concept mapping strategy on the performance of Nursing students in physics specifically on transfer test on kinematics, forces, dynamics and friction. An experimental pretest-postest control group design was used in this study. Two intact classes in physics served as research subjects and were randomly assigned as experimental and control groups. The sample consisted of twenty-three matched pairs selected from both groups based on sex and the students’ final grades in College Algebra and English 1. A 50-item teacher-constructed test covering topics on kinematics, forces, dynamics and friction was utilized to measure performance. It was administered as pretest and posttest to determine the effectiveness of the concept mapping strategy on the students’ performance in physics. The experiment covered a period of eight weeks. The same lessons on motion were discussed in both the experimental and control groups. The experimental group was introduced to the concept mapping strategy and taught the techniques of constructing concept map. Students were taught how to use their map as guide in determining the conditions required for various types of motion and identified the appropriate or corresponding mathematical formula for each type. The ultimate goal was to promote better retention for better scores in the transfer test (posttest). Students in the control group used the “hybrid” traditional method that included exposition, analogy, peer tutoring and discussion. Metacognitive strategies were utilized for both groups in the development of knowledge of kinematics, dynamics, forces, and friction. Both the experimental and control were administered the pretest before the experimental phase and the posttest after the completion of the intervention. The t-test for paired samples and t -test for dependent samples were used to test for difference in the pretest and posttest scores. Interpretation of the results of the study was based on the 5% level of significance. The findings of this study revealed that the students in the experimental and control groups had similar cognitive understanding of the concepts of kinematics, dynamics, forces and friction before the intervention. After the intervention, the students in the experimental group significantly scored better compared to those in the control group. Concept mapping enabled students to engage in higher order thinking skills such as comprehension, analysis, and application. There is evidence that concept mapping provided students an opportunity to engage in cognitive processes such as attending to relevant information about motion, mentally organizing information to coherent structure, and integrating to prior knowledge about motion. The concurrent presentation in textual and visual display of students’ understanding of motion allowed them to correct their misconceptions and strengthened their understanding of the concept of motion. This resulted to better retention and better performance of students in the transfer test. Concept mapping, therefore, is a better teaching strategy and an effective learning tool than the “hybrid” traditional method in teaching and learning physics specifically on kinematics, dynamics, forces, and friction.en_US
dc.format.extentx, 158 leavesen_US
dc.language.isoenen_US
dc.subject.ddcGSL Theses 378.242 C16en_US
dc.subject.lcshScience--Study and teachingen_US
dc.subject.lcshPhysicsen_US
dc.titleThe effect of concept mapping strategy in the difference on performance of students in College Physicsen_US
dc.typeThesisen_US
dc.description.bibliographicalreferencesIncludes bibliographic referencesen_US
dc.contributor.chairPomado, Nelson A.
dc.contributor.committeememberDavid, Fely P.
dc.contributor.departmentSchool of Graduate Studiesen_US
dc.description.degreeMaster of Arts in Education (Major in Physics)en_US
local.subjectConcept mappingen_US
local.subjectTeaching strategy--concept mappingen_US
local.subjectHigher order thinking skillsen_US
local.subjectMetacognitive strategiesen_US
local.subjectTeaching strategies--Physics--Concept mappingen_US


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