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Permanent link (DOI): https://doi.org/10.7939/R3NT35

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Enhancing Learning Through The Use Of Graphic Organizers to Teach Science to Grade Eleven Students in Jamaica Open Access

Descriptions

Other title
Subject/Keyword
Inspiration software
grade eleven
graphic organizer
science
Jamaican students
concept maps
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
DuHaney, Chantelle M
Supervisor and department
Buck, George (Educational Psychology)
Examining committee member and department
Kelly, Jennifer (Educational Policy Studies)
Carbonaro, Mike (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Special Education
Date accepted
2012-05-29T13:43:48Z
Graduation date
2012-11
Degree
Master of Education
Degree level
Master's
Abstract
This study investigated the effectiveness of using concept mapping via the web-based software Inspiration to teach grade 11 students ‘Nutrition in Humans’. The sample consisted of 60 students, with an average age 16.4 years who were enrolled in a co-ed high school in western Jamaica. Three instruments were used: an observation schedule designed to determine the frequency of chorus answering for each lesson; an anxiety questionnaire consisting of 16 statements; and a Biology achievement test of 30 recall and application questions constructed by the researcher. The anxiety and biology instruments were administered before and after the 7 weeks of teaching the topics using concept mapping via the web-based software as well as by paper and pencil. The results showed that after students had been taught using the Inspiration, their anxiety levels decreased, the frequency of chorus answering decreased, and their biology achievement significantly improved. It was concluded that concept mapping using the web-based software Inspiration was effective in teaching grade 11 students ‘Nutrition in Humans’.
Language
English
DOI
doi:10.7939/R3NT35
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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