Abstract:
This study aimed to evaluate the effectiveness of concept mapping as a teaching strategy
for enhancing the academic performance of 10th-grade students in electrochemistry
concepts at Donga Tunto General Secondary School. A total of 116 students participated,
with 60 in the experimental group (taught using concept mapping) and 56 in the control
group (taught using traditional lecture-based instruction). A quasi-experimental research
design was employed, with data collected through pre-test and post-test assessments
conducted by the researcher and a co-evaluator teacher. Data analysis was performed
using SPSS version 20. The results indicated no statistically significant difference in the
performance scores of the experimental and control groups before the intervention (p >
0.05). However, after the intervention, the experimental group showed a statistically
significant improvement in academic performance compared to the control group (p <
0.05). Specifically, the mean score of the experimental group increased from 72% before
the intervention to 85% after, while the control group showed a smaller increase, from
70% to 75%. These findings validate the effectiveness of concept mapping in improving
students' understanding and academic achievement in electrochemistry. The study
highlights the potential of concept mapping to enhance students’ retention and
application of complex concepts. Based on these results, it is recommended that concept
mapping be integrated into science curricula and that teachers receive training in its
effective implementation.
