Concept Mapping Strategy in Teaching Learning Economic Concepts and Perception of Students on Teaching Learning Economic Concepts Through Concept Mapping

Abstract

The key role of the teacher is to help students learn better. Economics can be taught and learned better using different teaching strategies. Concept mapping is one among others in teaching learning economic concepts. This study aims to investigate the effect of concept mapping on teachers' and students' teaching-learning processes. The study was conducted in XI Arts at Dechencholing Higher Secondary School under Thimphu Tromde, Bhutan, with 35 students. The study was a mixed method. The quantitative data collected through class (pretest and post-test) tests were analyzed and interpreted using descriptive statistics such as mean and standard deviation and inferential statistics such as t-test and level of confidence and statistical significance. The qualitative data collected through observation of group works and presentation and group reflective journal were analyzed by coding, and thematic analysis was drawn to analyze the data. The findings showed concept mapping plays an important role in the teaching-learning process and has a positive opinion towards concept mapping usage. It enhances descriptive ability, helps understand and remember concepts, builds confidence, and enhances participation in the classroom. However, not all concepts can be taught through concept mapping. It is also not always easy to construct all concept maps. Teachers should encourage students to continue with concept mapping before they master the technique.