1098-2736/asset/olbannerleft.jpg?v=1&s=2693ae4b4a7f0fba478ed5b44473ab6a3e39f95c)
1098-2736/asset/olbannerright.jpg?v=1&s=896a2ba4ee94f7c40454fa06142e5c25371439c0)
Article
Effects of concept and vee mappings under three learning modes on students' cognitive achievement in ecology and genetics
Article first published online: 19 AUG 2006
DOI: 10.1002/tea.3660320908
Copyright © 1995 Wiley Periodicals, Inc., A Wiley Company
1098-2736/asset/cover.gif?v=1&s=fcb0bc6d9abff1a407c9828e2623a8ca38e12186 "Journal of Research in Science Teaching")
Additional Information
How to Cite
Esiobu, G. O. and Soyibo, K. (1995), Effects of concept and vee mappings under three learning modes on students' cognitive achievement in ecology and genetics. J. Res. Sci. Teach., 32: 971–995. doi: 10.1002/tea.3660320908
Publication History
- Issue published online: 19 AUG 2006
- Article first published online: 19 AUG 2006
- Manuscript Accepted: 14 DEC 1994
- Manuscript Revised: 14 MAR 1994
- Manuscript Received: 6 MAY 1993
- Abstract
- References
- Cited By
Abstract
This study verified the efficacy of concept and vee mapping heuristics under cooperative (CP), cooperative–competitive (CP-CM) and individualistic whole (IW) class learning conditions in improving students' achievement in ecology and genetics. A total of 808 tenth-grade students were involved in the study. The results showed that the experimental groups taught with concept and vee mappings under the three learning modes achieved significantly better than the control groups. Students in the CP-CM condition in all groups achieved significantly better than their counterparts in the other two groups, whereas the CP-CM experimental group students achieved significantly best. A significant interaction between treatment and ability suggested that an element of competition, when combined with small group cooperation, favored students of lower ability.