Effect of Digital Concept Mapping Teaching on Students’ Learning Performance at Secondary School Level
Abstract
The application of new and modern techniques has determined the international agenda at all levels, especially at the secondary level because it prepares learners to accomplish future tasks and enables them to compete with learners internationally. The research study in hand has investigated how the teaching of the digital concept mapping affects the learning performance of learners at secondary school level. When performing the research study, the following objectives were established: 1. To establish how teaching Digital Concept Mapping would affect the learning performance of learners in the subject of physics at secondary school level. 2. To investigate and compare the effect of digital concept mapping and traditional instructional approaches on the learning performance of learners in the subject of physics at secondary school level. Null hypotheses were developed in line with the objectives of the research. Ho1: The means of the pre-test scores of physics’ students taught with DCMT (Digital concept mapping teaching) and Traditional Teaching Method are not different significantly. Ho2: There is no significant difference between the means of pre- and post-test scores of the students of physics who received instruction by using DCMT and the mean score of the students who received instruction by making use of the traditional instruction method. Ho3: The mean score of pre-traditional teaching and post-traditional teaching is not significantly different between the learners in the subject of physics at secondary school level. The population of the study included all the students who study in 10th Grade (270 students) in Bannu Model School and College. This study has randomly sampled 80 learners. The selected students were divided randomly into two equal groups, one of which was called the experimental group and the other the control group on the basis of scoring of the pre-test. The research tools that were used to gather data about the learners were pre and post-tests. This was a tool that comprised of MCQs of the Grade 10th physics, Digital concept mapping teaching was applied to the students of the experimental group whereas the researcher applied the traditional approach used in teaching students of the control group. The post-test is the period that follows the treatment and is used to determine the impact of treatment. Data analysis further was performed with respect to the objectives, and hypotheses, on the basis of paired sample t-test and independent sample t-test to obtain concrete results. These findings revealed that there was a big difference in the mean score of the students who were taught by the two methods giving out the conclusion that students scored better in terms of learning performance compared to that of the students in the control group. The researcher suggested that Digital Concept mapping teaching be implemented in all other institutions to enhance the learning performance of the students and meet the challenges of 21st-century learners.
Keywords: Digital, Concept mapping, Effect, Learning performanc, Secondary School
https://doi.org/10.5281/zenodo.19054214
