Effect of online based concept maps on secondary school students’ academic performance in Biology in Endebess Sub-County, Kenya

Abstract

Performance in sciences especially in Biology has continuously been a concern to the Government of Kenya, Biology teachers and various stakeholders in Education. For a considerable the past five years, Biology subject has performed below the expectation and for this reason researchers in this field are out to unlock the anomaly. This study investigated the effect of online based concept maps on secondary school students’ performance in Biology in Endebess sub-county, Trans-nzoia County, Kenya. The objective was to find out the effect of online based concept maps on secondary school students’ performance in biology in Endebess sub-county. The study employed quantitative research method. The study used Quasi experimental design; non-equivalent pre-test post-test groups design. The target population included all form one students in Endebess Sub-County with a population of 2845 students drawn from 18 schools. Using Krejcie and Morgan table for calculating sample sizes for research, a sample size of 451 students and 18 teachers was obtained. The study employed tests as data collection instruments. Tests were derived from qualified sources and were validated by specialists. A Cronbach’s alpha of 0.79 was obtained and the instruments were considered appropriate and reliable. The data was analyzed by SPSS (version 21) and Microsoft Excel statistical packages. The results of the study showed that online based concept maps were a superior tool to conventional methods of delivery of content. It is hoped that the results will form basis for advising biology instructors in organizing concepts by the used of Biology concept maps, which promote meaningful learning for learners, supporting the overall learning style and enhancing the understanding of concepts to the learners.