The Impact of Using Concept Mapping Strategy on Scientific Concepts’ Achievement, Achievement Motive and Creative Thinking Ability of Ninth Grade Students in Biology

Abstract

This study aimed at investigating the impact of using concept mapping on scientific concepts’ achievement, achievement motive and creative thinking ability of ninth grade students in biology, and if there were differences between males and females in these variables when using this teaching method. The study sample consisted of (66) males and (44) females who were distributed into (2) groups, an experimental group taught by using concept mapping, whereas the control group was taught according to traditional method. T-test was used to examine the hypotheses at (α≤ 0.05) level. The findings of the study showed that there were statistical significant differences in scientific concepts’ achievement, achievement motive and creative thinking ability in favor of experimental group due to using concept mapping and there were differences in achievement between males and females in favor of females while differences in creative thinking ability were in favor of males. Differences in achievement motive were the same for males and females.