Concept Map in Photosynthesis and Its Effects on Achievement and Self-Classroom Management

The study assessed the effect of concept map on achievement and classroom management of 7th grade students. Three elementary schools were purposively selected in Silchar town of Assam, India. The 7th grade students (n = 36), of 'School I' was assigned to lecture cum discussion approach, 34, students (n = 34) of 'School II' was assigned to Spider Concept Map Approach (SCMA) and the 30 participants (n=30) of 'School III' was assigned to Hierarchical Concept Map Approach (HCMA). Pretest-posttest quasi-experimental design used to assess the effect of concept map on the achievement and classroom management of students. Pre map test was assigned to both the experimental and comparison group and after three weeks instruction post map test was administered. In addition to these, Concept Map Classroom Management Scale was assigned among all the participants of both experimental and comparison groups to response. The individual pre and post spider concept map and hierarchical concept map, and Concept Map Classroom Management Scale (CMCMS) scores were analyzed through ANCOVA and post hoc Tukey-Kramer Multiple Comparisons. It was resulted that both spider concept map & hierarchical concept map training students in association with those in the comparison group demonstrated significantly better in the performance of photosynthesis and respiration concepts as well as self-classroom management.