Effect of mind mapping and constructivist approach on acquisition of scientific concepts in relation to scientific aptitude and learning style

Abstract

This experimental research aimed to study the effect of Mind Mapping and Constructivist Approach on acquisition of Scientific Concepts in relation to Scientific Aptitude and Learning Style. The experiment was based on pre-test, post-test 3x3x2 factorial design consisted a sample of 216 students of class IX. Scientific Aptitude Test by Shahapur and Rao (2011) was used to measure the Scientific Aptitude of students and Learning Style Inventory by Misra (2012) was administered to measure the learning style of students. Descriptive and inferential statistics were employed to analyze data using SPSS software. The results analyzed through f-ratio revealed that students taught through Mind Mapping and Constructivist Approach achieved significantly higher in acquisition of Scientific Concepts than through traditional Lecture Method. t- ratios further revealed that Students instructed through Mind Mapping instructional strategy achieved significantly higher score in Scientific Concept acquisition test than through Constructivist Approach .Thus, Mind Mapping was found to be most effective teaching strategy in acquisition of scientific concepts followed by Constructivist Approach. There was no main effect found in case of Scientific Aptitude and Learning Style on acquisition scores of students taught through different instructional strategies. The students with high and low Scientific Aptitude achieved significantly higher when taught through Mind Mapping in comparison to Constructivist Approach and Lecture Method. Student s opinions collected through opinionnaire were the subject of qualitative analysis which reflected that Apart from dissemination of learning content, Mind Mapping and Constructivist Approach also created joyful and effervescent learning environment in the classroom thus, keeping the learner s active and motivated throughout Instructional Programme. The results of this research have wide implications in enhancing the effect of teaching in acquisition of scientific concepts.