Analyzing The Effect of Concept Mapping on Pre-Service Teachers’ Achievement

Abstract

Concept map is a graphic representative tool that connects students’ learning with their past knowledge. The current study aimed to determine how concept mapping affected the achievement of pre-service teachers. This study was experimental in nature. Students from GCUF's department of education were the targeted population, focusing specifically on the B.Ed. program. Students in the third semester of B.Ed. 1.5 were chosen who joined teaching practice after the intervention. A quasi-experimental research design was applied to test the hypothesis of the study. Randomly, students were selected into two groups for control and experimental group. A sample size was 58 students. Experimental group was treated by concept mapping whereas conventional teaching methods were treated for the control group. 8 weeks course planning of general methods of teaching were used for the implementation. The Students’ Achievement Test (SAT) used the for both the pre-test and post-test to ensure consistency in measurement. A paired sample and independent t-tests were applied to analyze the data. The results showed that concept mapping is an effective instructional strategy for improving pre-service teachers’ achievement. It also concluded that the use of concept mapping enhances academic achievement and supports more effective learning compared to conventional teaching approaches.