The concept map as a substitute for lectures: Effects on student performance and mental health

Abstract

In comparison with traditional lectures, active learning methods have the potential to foster learner agency and consequently raise academic performance. However, these methods are often applied with little knowledge about their effectiveness. In this study, we introduced two concept maps in an undergraduate cell biology course, to investigate their effect on student performance, but also mental health, in a quasi-experimental setup. By implementing group tasks into the work, we aimed to reduce feelings of loneliness among the participants, a common phenomenon among students in the study country. We evaluated the effects of the concept maps via exam grades and in an anonymous student survey. Here, we found no increase in student performance after introduction of the active learning task. Students also did not report improvements in their feelings of loneliness. We conclude that this active learning method did not detectably improve student performance or mental health, a result which does not conform to the popular perception of positive effects from active learning. The survey revealed that students do not have a preference for either active learning or traditional lectures, however, the students experienced that the concept map helped them to describe, explain and hypothesize about the topics. Overall, this shows that the concept map method is a valid alternative to traditional lectures, since students perform equally between both learning approaches.