The Impact of Concept Mapping on Students’ Self-Directed Leaning in Physics at Secondary Level

The purpose of the research is to determine the impact of Concept Mapping on students’ self-directedness in learning physics at secondary level. The study was used pre and post-test control group design with sample of 80 from the students of 9th grade from the Residential Schools of Social Welfare, Telangana. The experimental and control groups consisted 40 each. The students in the experimental group was exposed to Concept Mapping as a learning method for physics and control group was asked to use conventional learning method to learn same topics of physics. Both groups were administered pre-test and post-test using same self-directed leaning scale of learning physics before and after intervention. The duration of the study was eight weeks. The researcher developed tools were used for the data collection and these tools were standardized appropriately. The collected data was analysed using descriptive (mean and SD) and inferential statistics such as t-test and ANCOVA. From the results, it is concluded that the students of experimental group have shown higher self-directedness than students of control group. This indicates, there was a significant impact of Concept Mapping on the students’ self-directedness in learning physics.