Concep Maps : It is pictorial representation of information. Based on Meaningful learning. It was developed by NOVAk It can be used for teaching and learning any subject. Itcan be used with all level of leaner as well as for teachers.

1. CONCEPT MAPPING: AN
EFFECTIVE STRATEGY
FOR TEACHING ENGLISH
GRAMMAR
Dr. (Mrs.) Kiran Dammani
kiran_dammani@yahoo.co.in
Principal
S.G.S. B.Ed. College, Indore
Prof. Kamakshi Agnihotri
Professor & Head
SOE, DAVV, Indore

2. IMPORTANCE OF ENGLISH
English is a widespread and important
language in the world today.
It is used for communicating educational
thoughts, ideas, national and international
advancement in education through
international academic conferences, books
and journals etc.
Generally English is studied as a foreign
language in countries where it is not
generally used as a medium of
communication . DR. KIRAN DAMMANI 2

3. IMPORTANCE OF TEACHING GRAMMAR
 To learn a language as a second language or
foreign language one should assimilate its
grammar.
 Without knowledge of grammar, students'
knowledge of their second language is likely to
remain limited to the memorization and
imitation of specific phrases and structures.
 Without good grammar, spoken or written
words lose much of their meaning and most of
their value.
 Grammar is a very important thing to get right,
and teachers should take extra care to impart
proper grammar to all their students.
DR. KIRAN DAMMANI 3

4. PRESENT SCENARIO OF TEACHING
ENGLISH GRAMMAR IN INDIA
Grammar is often seen as a difficult and boring
subject and one popular method of teaching is to
just repeat the correct grammar for a certain
situation over and over until it is memorised and
able to be repeated, like a parrot.
 At present times, grammar is losing its importance.
Teaching grammar is an essential part of school
education or adult learning.
DR. KIRAN DAMMANI 4

5. Traditional Method of teaching English
Grammar is too large and improperly
sequence to overcome these difficulties
there will be need to think about any such
methods or strategies which will prove
useful for teaching and learning English
Grammar concepts systematically.
As English Grammar needs such a strategy
or method which is based on the principle
of logical arrangement of concept; Concept
Mapping seems to be a strategy which can
fulfill this requirement for teaching English
grammar concepts.
DR. KIRAN DAMMANI 5

6. CONCEPT MAPPING
 The Concept Mapping is the strategy employed
to develop Concept Map. It is a graphical tool for
organizing and representing knowledge.
 Concept Maps include concepts, usually enclosed
in circles or boxes of some type, and the
relationships between concepts are indicated by
connecting line, linking two concepts.
 Words on the line referred to as linking words or
linking phrases, specify the relationship between
the two concepts.
 The technique of Concept Mapping was
developed by Joseph D. Novak and his research
team at Cornell University in the 1970s as a
means of representing the emerging science
knowledge of students. DR. KIRAN DAMMANI 6

7. OBJECTIVES
 To compare adjusted mean scores of
Understanding of English Grammar
Concepts of students taught through Concept
Mapping Strategy and Conventional Method
by considering Pre-understanding of English
Grammar Concepts as covariate.
 To study the effect of Treatment, Intelligence
and their interaction on Understanding of
English Grammar Concepts by taking Pre-
understanding of English Grammar Concepts
and Intelligence as covariates
DR. KIRAN DAMMANI 7

8. Research Methodology
The present study was experimental in
nature. It was employed Non-equivalent
Control Group Design. According to
Campbell and Stenley (1963), the layout of
this design is as given under.
O X1 O
----------------------------------------
O O
DR. KIRAN DAMMANI 8

9. Population and Sample : All the Students studying in
IX standard in different Higher Secondary Schools
affiliated to the Madhya Pradesh Board (M.P. Board)
Bhopal, but situated in Indore city constituted the
population for the present study.
TABLE -1
Treatment, Gender and School wise Distribution of Sample
Schools Treatment Males Females Total
Bright Higher
Secondary School
Concept
Mapping
41 18 59
S.G.S. High
School
Conventiona
l Method
26 36 62
67 54 121
DR. KIRAN DAMMANI 9

10. Tools and Techniques
 Non-Verbal Group Intelligence Test of
A.O Imtisungba. It was meant for the age
group of 13 to 17 years. The test contains
nine sub-tests.
 ‘Understanding English Grammar
Concept’ Test developed by the
investigator. It was an objective type of
test having total one hundred questions.
DR. KIRAN DAMMANI 10

11. Procedure for Data Collection
 Administration of Test of Understanding English
Grammar Concepts and Intelligence on both the
groups
 Orientation for Concept Mapping Strategy was
given in the concern group.
 Treatments were started simultaneously in both the
groups and continued for one period each day for 38
periods spread over four month.
 As the experimental group was taught using
Concept Maps, experimenter had prepared Concept
maps of all the selected concepts of Grammar.
Concept Map of Preposition is given in Fighure1.1.
While in Second Group instructions were given
through Conventional method.
DR. KIRAN DAMMANI 11

12. DR. KIRAN DAMMANI 12
Figure1.1 Concept Map of Preposition
PROPER
NOUN
ALL FORMS
OF NOUN OTHER
WORDS
PREPOSITION
COLLECTIVE
NOUN
PRONOUN
& NOUN
COMMON
NOUN
A PARTS OF
SPEECH
RELATIONSHIP
RELATIONS
DIRECT
OBJECT
MODE OF
TRANSPORT
DIRECTION
PLACE
TIME
PHRASE
SIMPLE
EXCLAMATORY
PASSIVE
VOICE
‘WH’’ QUESTION
PRE + POSITION
COMPOUND
INDIRECT
OBJECT
NOUN +
PREPOSITION
is
shows
on,in, to,at
outside,beyond,
is placed
before
What a world he live in !
Such a situation can not be even thought of.
What is the box for?
with
to
means
e.g e.g
. e.g.
that is
ADVERB
OF TIME
CAUSE

13. Data Analysis and Interpretation
Adjusted Mean Standard Error
Concept Mapping Strategy 43.60 1.05
Conventional Method 26.08 1.02
DR. KIRAN DAMMANI 13
it can be seen that adjusted mean score of Concept Mapping Strategy
group is 43.60, which is higher than the adjusted mean score 26.08, of
Conventional Method Group. In order to know whether the difference is
significant or not, the data were further analyzed using Analysis of
Covariance. The results are given in Table-3.
TABLE-2
Group-wise Adjusted Mean and SE of Understanding of
English Grammar Concepts

14. TABLE-3
Summary of ANCOVA of Understanding of English Grammar Concepts
by considering Pre-Understanding of English Grammar Concepts as
Covariate
Source of Variance df SSy.x MSSy.x Fy.x
Treatment
Error
Total
1
118
120
9163.153
7600.594
9163.153
64.41
142.26**
DR. KIRAN DAMMANI 14
**Significant at 0.01 level

15. TABLE- 4
Summary of 2 X 2 Factorial Design ANCOVA for Understanding of
English Grammar Concepts by taking Pre-Understanding of
English Grammar Concepts and Intelligence as covariates
Source of
Variance
df SSy.x MSSy.x Fy.x
Treatment (A)
Intelligence (B)
A X B
Error
Total
1
2
2
115
120
7832.79
3242.74
17.26
15017
7832.79
1621.37
8.63
130.59
59.98**
12.42**
0.066
DR. KIRAN DAMMANI 15
From Table 4, it can be seen that adjusted F- value for the interaction between
Treatment and intelligence is 8.63, which is not significant. It means that the
adjusted mean scores of Understanding of English Grammar Concepts of
students belonging to different levels of Intelligence and Treatments did not
differ significantly when Pre-Understanding of English Grammar Concepts was
considered as covariate.

16. Implications
This study has wide implications for
persons working in the field of
education. It provides guidelines to
parents, teachers, curriculum
planner, students, teacher educators,
nurse educators, textbook writers,
corporate and government
organization, military and
researchers.
DR. KIRAN DAMMANI 16

17. References Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York:
Grune and Stratton..
 Boyle & Weishaar (1997). The Effects of a Cognitive Mapping Strategy on the
Literal and Inferential Comprehension of Students with Mild Disabilities. Learning
Disability Quarterly, 19 (2),86-98.
 Dammani, K. & Agnihotri, K. (2009). Effectiveness of Concept Mapping.
Psycholingua, 39(2), 128-130.
 Esiobu, G. & Soyibo, K. (1995). Effects of concept and Vee Mapping under three
Learning Modes on Students’ Cognitive Achievement in Ecology and Genetics.
Journal of Research in Science Teaching, 32(9), 971-995.
 Fred Nyabuti Keraro Samuel W. Wachanga & William Orora (2007). Effects of
Cooperative Concept Mapping Teaching Approach on Secondary School
Students’ Motivation in Biology in Gucha District, Kenya. International Journal of
Science and Mathematics Education, Springer, Netherlands. 5(1), 1573-1774.
 Hall, R. and. O’Donnell A. (1996). Cognitive and Affective Outcomes of Learning
from Knowledge Maps. Contemporary Educational Psychology. 94-101.
 Hall, R.,Hall M. and Saling C.( 1999). The Effects of Graphical Post-Organization
Strategies on Learning from Knowledge Maps. Journal of Experimental Education,
67(2), 101-112.
 Hsu, LL (2004). Develop Concept Maps from Problem-based Learning Scenario
Discussions. Journal of Advanced Nursing, 48(5), 510-518.DR. KIRAN DAMMANI 17

18.  Imtisungba, A.O. (2004). Non Verbal Group Intelligence Test. National Psychological
Corporation, Agra.
 Jegede, O. J., Alaiyemola, F. & Okebukola, P. A. (1990). The effect of concept
mappingon students' anxiety and achievement in biology. Journal of Research in
Science Teaching, 27(10), 951-960,
 Rao, M.P. (2001) Effect of Concept Mapping in Science on Science Achievement,
Cognitive Skills and Attitude of Students. Indian Educational Abstracts, 4(1), 27- 28.
 McClure, J., Sonak, B. & Suen, H. (1999). Concept map assessment of classroom
learning: reliability, validity and logistical practicality. Journal of research in science
teaching, 36(4), 475-492. web site http://www.acei.org
 McCagg, E.C., and Dansereau, D.F. (1991) A Convergent Paradigm for Examining
Knowledge Mapping as a Learning Strategy. Journal of Educational Research, Vol.
84, No.6, 1991, pp. 317-324.
 Nicoll, G., Francisco, J., and Nakhleh, M.B (2001) An Investigation of the Value of
Using Concept Maps in General Chemistry. Journal of Chemical Education,
78,(8),.1111- 1117.
 Novak, J.D. (1990) Concept Mapping: A Useful Tool for Science Education. Journal of
Research in Science Teaching, 27, 1990, 937–949..
 Ritchie, D., & Volkl, C. (2000). Effectiveness of two Generative Learning Strategies
in the Science-Classroom. School Science and Mathematics, 100(2), 83-89.
 Willerman, M., & Mac Harg, R. A. (1991). The Concept Map as an Advance
Organizer. Journal of Research in Science Teaching, 28(8), 705-712.DR. KIRAN DAMMANI 18

19. THANK YOU
DR. KIRAN DAMMANI 19