Teaching and Learning of Genetics Using Concept Maps: An Experimental Study Among Midwifery Students in Ghana

Students' understanding of genetics and its associated mechanisms can be a difficult task. Though there are several instructional approaches to enhance the teaching and learning of genetics among medical, nursing, midwifery, and other allied health students in Ghana, little is known about the use of concept mapping as a teaching strategy. This study aimed to investigate the effect of using concept maps to enhance the teaching and learning of genetics among midwifery students in Ghana. We conducted an experimental study using the pre-test/post-test control group design. Fifty-one (51) midwifery students (females) in Ghana were voluntarily recruited and randomly assigned into either experimental or control groups using a 'balloting method.' In the pretest phase, the groups were first administered a Genetics Achievement Test (GAT) to measure their understanding of basic genetic concepts. The experimental and control groups received two (2)-weeks of lessons in genetics using concept mapping and lecture methods respectively during the intervention phase. Following the intervention phase, a posttest (GAT) was administered a week after the intervention to determine whether concept-mapping as a teaching strategy significantly improved the learning and achievement of students. Data analysis was conducted using JASP software (Version 0.14.1). Results showed that there was no significant difference in GAT scores between the groups during the pretest phase, (t = 0.763, df = 45, ? = 0.194, d = 0.214). However, the experiment group performed better in the GAT than the control group, (t = 9.402, df = 45, ? < 0.001, d = 2.634). In conclusion, the concept mapping teaching strategy is recommended as a useful approach for the teaching and learning of genetics. Teachers can blend this method with the traditional lecture approach to improve learning outcomes among nursing students.