Concept Mapping as a Catalyst for Applied Learning and Practical Skill Development in Photosynthesis at Senior High School
Keywords:
Concept Mapping, science education, student performance, quasi-experimental design, practical skills development
Abstract
Concept mapping is recognised as an effective instructional strategy that promotes meaningful learning, particularly in science education. It facilitates planning, teaching, revision, and assessment, helping students link concepts for deeper understanding. This study investigated the impact of concept mapping on students’ performance in photosynthesis at the senior high school level in the Tolon District of Ghana. A quasi-experimental non-equivalent group design was employed involving 80 Form 3 Biology students selected using simple random sampling. The results indicated no statistically significant differences in students' knowledge and understanding of photosynthesis (t(78) = .38, p = .702) between experimental and control groups. Regarding application of knowledge, the control group significantly outperformed the experimental group in photosynthesis (t(78) = -2.23, p = .029). The experimental group also showed superior practical skills in photosynthesis (t(78) = 4.42, p < .001). No significant gender differences were found. Based on the findings, it is recommended that concept mapping be adopted as a key instructional strategy to enhance students’ practical skills in photosynthesis.
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References
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2. Anderson, C. W., Sheldon, T. H., & Dubay, J. (1990). The effects of instruction on college nonmajors’ conceptions of respiration and photosynthesis. Journal of Research in Science Teaching, 27(8), 761–776. https://doi.org/10.1002/tea.3660270806
3. Ausubel, D. P. (1964). Some psychological and educational limitations of learning by discovery. The Arithmetic Teacher, 11(5), 290–302.
4. Ayimbila, E. A., & Akantagriwon, D. (2021). Effect of concept mapping instructional strategy accompanied by discussion web on students’ academic achievement in the concept of genetics. Journal of Education and Practice, 5(3), 1–16.
5. Bajpai, N. (2011). Business research methods. Pearson Education India.
6. Bally, J., et al. (2023). The photosynthesis literacy framework: Updating educational perspectives. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-025-10314-5
7. Carr-Lopez, S. M., Galal, S. M., Vyas, D., Patel, R. A., & Gnesa, E. H. (2014). The utility of concept maps to facilitate higher-level learning in a large classroom setting. American Journal of Pharmaceutical Education, 78(9), Article 170. https://doi.org/10.5688/ajpe789170
8. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
9. Gongden, E. J., & Delmang, T. K. (2016). The efficacy of concept mapping instructional strategy in remedying students' problem-solving difficulties in stoichiometry. African Research Review, 10, 144–157.
10. Gummesson, E. (2004). Qualitative research in marketing. European Journal of Marketing, 39(3–4), 309–327.
11. Hafiz, M., Kadir, & Fatra, M. (2017, May). Concept mapping learning strategy to enhance students’ mathematical connection ability. In AIP Conference Proceedings (Vol. 1848, No. 1, Article 040006). AIP Publishing LLC. https://doi.org/10.1063/1.4983966
12. Jančaříková, K., & Jančařík, A. (2022). How to teach photosynthesis? A review of academic research. Sustainability, 14(20), 13529. https://doi.org/10.3390/su142013529
13. Kinchin, I. M. (2013). If concept mapping is so helpful to learning biology, why aren’t we all doing it? International Journal of Science Education, 23(12), 1257–1269.
14. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607–610.
15. Jančaříková, K., & Jančařík, A. (2022). How to teach photosynthesis? A review of academic research. Sustainability, 14(20), 13529. https://doi.org/10.3390/su142013529X
16. Mekonen, S., & Kelkay, A. D. (2023). Study behaviors and metacognitive evaluation of biology students: Implications for meaningful learning. CBE—Life Sciences Education, 22(4), ar65. https://doi.org/10.1187/cbe.22-06-0103
17. Messig, D., & Groß, J. (2018). Understanding plant nutrition—Implications for teaching photosynthesis. Education Sciences, 8(3), 132. https://doi.org/10.3390/educsci8030132
18. National Research Council. (2003). BIO2010: Transforming undergraduate education for future research biologists. National Academies Press. https://doi.org/10.17226/10497
19. Nguyen, M. L. (2017). The impact of employees' motivation on organizational effectiveness. Vaasan Ammattikorkeakoulu University of Applied Sciences.
20. Okoronka, U. (2018). Effects of concept mapping instructional strategy and gender on secondary students’ achievement in difficult physics concepts in Yola, Nigeria. Gombe Journal of Education, 2(1), 1–12.
21. Rasoul Zadeh, N., Sadeghi Gandomani, H., Delaram, M., & Parsa Yekta, Z. (2015). Comparing the effect of concept mapping and conventional methods on nursing students' practical skill score. Nursing and Midwifery Studies, 4(3), Article e27471. https://doi.org/10.17795/nmsjournal27471
22. Schwendimann, B. A. (2011). Mapping biological ideas: Concept maps as knowledge integration tools for evolution education. University of California.
23. Tanner, K. D., & Allen, D. (2005). Approaches to biology teaching and learning: Understanding the wrong answers—Teaching toward conceptual change. CBE—Life Sciences Education, 4(2), 112–117. https://doi.org/10.1187/cbe.05-02-0068
24. Ullah, O., Mughal, A. W., & Nudrat, S. (2021). Enhancing student academic performance: Application of concept mapping. Multicultural Education, 7(3), 8–17.
25. Žukauskas, P., Vveinhardt, J., & Andriukaitienė, R. (2018). Philosophy and paradigm of scientific research. Management Culture and Corporate Social Responsibility, 121(13), 506–518.
Published
2026-05-10
How to Cite
Sam, C. K., & Owusu-Amponsem, G. (2026). Concept Mapping as a Catalyst for Applied Learning and Practical Skill Development in Photosynthesis at Senior High School. European Scientific Journal, ESJ, 53, 160. Retrieved from https://eujournal.org/index.php/esj/article/view/20993
Section
ESI Preprints
Copyright (c) 2026 Comfort Korkor Sam, George Owusu-Amponsah
This work is licensed under a Creative Commons Attribution 4.0 International License.
