The effect of individual and group concept mapping on students' conceptual understanding of photosynthesis and cellular respiration in three different academic levels of biology classes

Student learning about photosynthesis and cellular respiration was measured after instruction involving individual, group or no concept mapping. This study involved 304 high school Biology students from three different Biology courses in a Mid-west high school. Students were classified as low, medium or high level of academic achievement. The control group consisted of 117 students who did not construct concept maps during a three-week unit on Photosynthesis and Cellular Respiration. The first of two experimental groups consisted of 92 students who created individual maps and the second consisted of 95 students who constructed maps in small groups during the unit. Pre- and post-tests were administered to the students using a gain score as the dependent variable. Covariates used in the statistical analysis were the students' Missouri Mastery and Achievement Tests scores, Iowa Test of Basic Skills scores and the students' current math level. Results from the analysis of co-variance showed a significant difference between the academic level of the student and the type of concept mapping on the dependent variable. In high academic level Biology classes, group mapping students obtained significant lower gain scores (M = 2.3) than the control group (M = 4.9). In the medium level Biology classes, group mapping students showed little difference in gain scores (M = 0.7) from the control group (M = 0.8). In the lower-level Biology classes, group mapping students (M = 2.3) showed significantly greater gain scores than those in the control group (M = 0.8). These results indicate that constructing concept maps in small groups can significantly increase the knowledge gained by lower-level students. An opposite effect is seen on high-level students who create concept maps in small groups. Creating concept maps as individuals appears to have no significant effect on achievement scores on the Biology students observed in this study.