Effectiveness of concept mapping teaching strategy in social science learning outcomes in relation to metacognition

Page: 07-11

Rupinder Kaur Bajwa (Pathankot College of Education, Pathankot, Punjab)

The present study was undertaken to investigate the effectiveness of concept mapping Teaching strategy on learning outcomes in social sciences subject of secondary school students. The sample of the study comprised of 80 students selected randomly from the private school of Pathankot district. The 60 items social science achievement test was constructed and validated. The present study had an experimental design, included an experimental group (n=40) and a control group (n=40) and used pre-test and post-test measures. Statistical difference has been found in favour of the experimental group. The results strongly support the effectiveness of concept mapping as a teaching strategy in improving the learning outcomes of secondary school students. The significant interaction effect indicative of the fact that Metacognition and Concept Mapping are not independent of each other. The present paper will give innovative ideas and thoughts to curriculum framers and textbook writers. Concept maps would also be helpful for the subject teachers to identify the causes of under-achievement among students and to remedy them.