Author
Lyzah Regala*
Cebu Technological University – Main Campus, Cebu City, Philippines
Abstract
This study determined the effectiveness of Collaborative Concept Mapping (CCM) as a teaching strategy in SOCIO 102: Gender and Society among first-year Bachelor of Science in Customs Administration students at the University of Cebu Lapu-Lapu and Mandaue during School Year 2026–2027. An explanatory sequential mixed-method design combined a one-group pretest–posttest design with a focus group discussion (FGD). The respondents were 45 students of an intact class selected through convenience sampling, five of whom were purposively chosen for the FGD. Data were gathered through a validated 25-item researcher-made achievement test (KR-20 = 0.78) covering three topics and an interview guide. Scores were analyzed using frequency, percentage, mean, standard deviation, the Shapiro-Wilk test, and the Wilcoxon signed-rank test, while FGD responses were analyzed through reflexive thematic analysis. Students did not meet expectations in all three topics before the intervention (overall mean = 12.44 of 25, or 49.78%) and reached the fairly satisfactory level afterward (overall mean = 19.42, or 77.69%). The difference was significant in every topic and overall (p < .001), with very large effects. Four themes emerged: seeing connections among ideas, learning together through shared understanding, challenges in group dynamics and presentation, and sustaining the strategy with better grouping. The findings suggest that CCM is an effective strategy for teaching Gender and Society, particularly when group work is well structured. Because the study had no control group, causal claims should be made cautiously. Enhancements to the lessons of a self-learning module are recommended.
Keywords: Collaborative concept mapping; Gender and Society; teaching strategy; mixed-methods research; higher education; self-learning module.
*Corresponding author / Email: regalalyzah@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041659
Recommended citation:
Regala, L. (2026). Effectiveness of collaborative concept mapping as a teaching strategy in Gender and Society. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1306-1312. http://doi.org/10.69651/PIJHSS05041659
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