The efficacy of concept mapping teaching strategy in demystifying alternative conceptions in genetics among diploma students in central Uganda.

Abstract

This study investigated the efficacy of Concept mapping teaching strategy in demystifying alternative Conceptions in Genetics among diploma students in Central Uganda. The study was guided by three objectives; to identify students' conceptual understanding of chromosome concepts, identify students' chromosome alternative conceptions, and to determine the efficacy of Concept Mapping in demystifying chromosome alternative conception. This study employed a quasi-experimental design with nonequivalent pretest-posttest control group. The respondents consisted of 40 diploma students of integrated science in Central Uganda. The experimental group was instructed for ten days of 1 hour per day using nine (9) predesigned Institution for Human Machine and Cognition (IHMC) chromosome concept maps. A pretest and post-test Genetic Three-tier Diagnostic Test (GTTDT) of 15 Items was administered to both control and experimental groups. One way ANOVA Post-Test result indicated statistically no significant mean difference [F (2, 35) =1.24, p=.302] in students' conceptual understanding according to the year of study. Additionally, Posttest one-way ANOVA result, [F (2, 37) = .052, p=.949], revealed no significant mean difference in students’ alternative conceptions in chromosome according to year of study. The posttest independent sample T test showed a statistically significant difference in students' alternative conceptions in chromosome between the control group and experimental group [t (36) = 3.98, p<.05] through the use of Concept mapping. In conclusion, Concept mapping teaching strategy effectively demystified student’s alternative conception in Genetics. This study therefore, recommends the integration of Concept mapping in teaching Genetics.