Effect of Concept-Mapping by using Frayer Model on Academic Achievement of Prospective Teachers

Abstract

Frayer Model is the method of assessment used for concept making but there is still a debate in literature that how effectively Frayer Model helps in improving concept building. The main purpose of this research was to contribute in literature through investigating the effect of Frayer Model on academic achievement of prospective teachers. This study employed quasi-experimental design and sample were 87 prospective teachers. Before experiment, pretest of both groups was taken to ensure that they are at same level. After pretest, treatment was applied in different timeframes for the period of sixteen-weeks and then posttest was taken. Pretest and posttest were same that were developed by applying basic rules and guidelines of test development. The validity of the test was ensured by five experts in the field of assessment and curriculum whereas, psychometric analysis was used to measure the reliability and item characteristic of the test by piloting it on 200 prospective teachers. The data were also collected by using Frayer Model sheets to develop the concepts of prospective teachers on different areas of content taught i.e. foundations, models, designs, types etc. Dependent sample t-test was applied to explore the effect of Frayer Model on academic achievement of prospective teachers while independent sample t-test was applied to compare the scores of two groups. On the basis of research findings, it was concluded that Frayer Model has improved the concepts as well as academic achievement and understanding of prospective teachers.  Further, it was recommended to use Frayer model in the classrooms to improve the students’ academic achievement and develop concepts.

Keywords: Academic Achievement, Assessment, Frayer Model, Prospective Teacher