Concept Mapping Strategy Research Articles

HAPPINESS THROUGH CONCEPT MAPPING STRATEGY: AN EXPERIMENT WITH SOCIAL-SCIENCE STUDENTS

Happiness could also be learned from the outside because the schemas of our brains are customized for positive connections with happiness and others (Celestine, 2022). Therefore, the present study explored the effect of concept mapping strategy on the happiness level of IX-grade social-science students of the U.P. board school. The researcher employed the Quasi-Experimental Method of research with a Pretest-Posttest Randomized Experimental Design. The study utilized a sample of 66 students through purposive sampling and a standardized Oxford Happiness Questionnaire (OHQ) developed by Hills and Argyle (2002) was employed to assess the happiness level. The experimental group was taught using developed instructional material on concept mapping strategy and the control group was through lecture-cum-demonstration method. The Independent Samples t-Test revealed a significant effect of the concept mapping strategy on the happiness level of the secondary-level students. It could be inferred that the concept mapping strategy is much superior to the lecture-cum-demonstration method for ensuring significantly improved happiness level of secondary-level students of social-science subject. This research suggests that using concept mapping teaching strategy with the use of introductory videos could help students feel happier, which would ultimately improve their overall academic performance.

What factors influence scientific concept learning? A study based on the fuzzy‐set qualitative comparative analysis

AbstractThis research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notesWhat is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes.

Evaluation of Concept Maps Strategy in Learning al-Qowa’id al-Nahwiyyah l Taqwim Istiratijiyyah Kharaith al-Mafahim fi Ta’lim al-Qawa’id al-Nahwiyyah

Learning al-Qowa’id al-Nahwiyyah required an effective approach. The study evaluated use of concept maps strategy in teaching al-Qowa’id al-Nahwiyyah at Al-Hidayah Islamic boarding school in Karang Ploso and compared its effectiveness with lecture method. The approach employed both qualitative and quantitative methods. Data were collected through observation, interviews, questionnaires, and documentation. Qualitative data were analyzed using Sugiyono's model, while quantitative data were analyzed using SPSS 25. The research findings indicated that the utilization of concept maps strategy at Al-Hidayah Islamic boarding school was carried out through several steps, including Introduction of Material, mind map creation, Group Discussion, and Practice. The students perceived that the concept mapping strategy could help organize information effectively, as evidenced by the average satisfaction questionnaire score of 83.4%. Although the use of concept maps was favored by the students, this strategy did not show a significant difference compared to the lecture method, with only a slight average score difference of 1.07. The average score for the concept maps strategy was 85.25, while for the lecture method it was 84.18. As the analysis results using SPSS indicated a significance value (2-tailed) of 0.612 > 0.05 and t value (0.510) < t table (2.042), it was understood that the concept maps strategy did not have a significant difference compared to the lecture method in teaching al-Qowa’id al-Nahwiyyah. Therefore, teaching al-Qowa’id al-Nahwiyyah using the concept maps strategy was not more effective compared to the lecture method as both could equally enhance students' abilities optimally.

Keefektifan Model Problem Based Learning Berbantuan Concept Mapping Pada Materi Sistem Reproduksi Manusia Untuk Meningkatkan Literasi Sains dan Keterampilan Berdiskusi Kelompok Siswa SMA

The learning process consists of a sequence of instructional and learning exercises designed to ascertain the efficacy of concept mapping-aided problem-based learning model on the human reproduction system in raising science literacy as well as the efficacy of the model on the human reproduction system in raising students' discussion skills at SMAN 1 Kasihan. This research employed a quasi-experiment design. The samples of this research were selected using random cluster sampling, consisting of 1 control class used scientific learning approach and 1 experimental class used Problem Based Learning model and Concept Mapping strategy. A descriptive and inferential statistics Independent Sample T-test were employed to analyzed the data. The study's findings indicated that the experimental class's pre-test score was 46.97 and the control class's was 45.53. In addition, the experimental class scored 81.86 on the post-test, whereas the control class scored 62.28. The experimental class has a 0.7 N-Gain score in scientific literacy, whereas the control class has a 0.4 score. Based on the Independent Sample T-test findings, p=0.000 (p<0.05) is the significance threshold. It can be stated that students at SMA N 1 Kasihan's science literacy and group discussion abilities are successfully increased by Concept Mapping-aided Problem Based Learning (PBL) model on human reproduction material.

Use of 5E Learning-cycle and Concept-mapping Strategies for Improving Student's Performance in Genetics in Secondary Schools in Kwara State, Nigeria

The continuous explosion of discoveries in field of science and technology in this 21st century calls for shift from conventional teaching methods to a more innovative teaching strategies in Nigerian secondary schools. Instructional strategies adopted by teachers have been linked by researchers to students’ conceptions, misconceptions, difficulties of some concepts as well as poor performances in science subject like Biology at the senior school certificate examinations in Nigeria. Genetics is one of the concepts in Biology that was reported by researchers to be difficult to teach by teachers and difficult to learn by students in secondary schools in Nigeria. This study examined the effect of using 5E learning-cycle and concept-mapping in teaching genetics to senior school students offering biology. The study is a quasi-experimental type. Sample comprised of senior school two students in public secondary schools in Ilorin city. The study is a quasi-experimental type involving pretest, posttest, non- randomized and non-equivalent control groups. All Senior School two (SS II) Biology students were the targeted population. The target population will not be preparing for WASSCE. A purposive sampling technique was used to select co-educational government secondary schools in three senatorial districts. A Performance Test on Genetics (PTG) was used for data collection. Data collected were analyzed using mean and ANCOVA statistical tool. The study revealed that both learning-cycle and concept- mapping had a positive effect on the performance of the experimental groups. It means there is a significant difference between the experimental and control groups and also, no significant difference between the performance of male and female students. It was therefore recommended among others that teachers should employ these strategies to teach biology particularly genetics

Group concept mapping strategies for collaborative continuation tasks

AbstractThe continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines by visualizing a story onto a concept map. A quasi‐experiment was conducted in three classes. Students in Class 1 collaboratively filled in the blanks on a concept map and then wrote completions to three stories. In Class 2, students collaboratively constructed their own concept map and then wrote completions to the same stories. Class 3 students collaboratively wrote completions to the same stories without any concept mapping. Students’ story completions, diaries, responses to questionnaires, the researcher's observation notes, and teacher interviews were collected and analyzed using ANOVAs (Analysis of variance), paired‐sample t‐tests and thematic and domain analysis. The results showed that concept mapping strategies assisted students’ story‐ending writing quality with students achieving higher scores when using the group concept mapping strategy compared to those not using any mapping strategies. Nine interactive patterns were identified, with the collaborative pattern dominating, and these patterns evolved dynamically as the co‐continuation tasks proceeded. Overall, both students and teachers perceived the proposed strategies positively.

The Effectiveness of The Concept Mapping Strategy in Developing of Digital Concepts Among Students at Prince Sattam bin Abdulaziz University

This study aimed to explore the efficacy of concept mapping in enhancing digital concept development among female undergraduate students enrolled in a computer skills course. A total of 70 participants were randomly assigned to either an experimental group instructed through concept mapping, or a control group taught using traditional methods. The experimental group, utilizing concept mapping, significantly outperformed the control group in posttest assessments of digital concepts (p < 0.05). These findings suggest that concept mapping can effectively boost digital literacy within computer skills education. Recommendations encompass the integration of concept mapping in computer and digital skills courses, offering training to both educators and students on the use of concept mapping, and the active incorporation of this strategy across educational levels. In summary, this investigation underscores the significance of concept mapping as a potent instructional approach for cultivating fundamental digital competencies.
 
 Received: 19 December 2023 / Accepted: 16 February 2024 / Published: 5 March 2024

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Performance in Home Economics

his study investigates the effects of the concept mapping instructional strategy on Senior Secondary School students’ performance in Home Economics in Akure South Local Government Area of Ondo State, Nigeria. The study adopted the pre-test post-test quasi-experimental design approach. The participants are made up of 199 students selected from the total population of all SS2 Home Economics students in Akure South Local Government Area during the 2022/2023 session. The participants were given pre-tests, post-tests, and retention tests after two weeks. Five major research questions and null hypotheses were raised, answered, and tested. Independent t-test analyses revealed the following: Students taught using the concept mapping strategy performed better than those taught with the conventional method and equally performed better in the two-week retention test. Female students performed better than male students. There is no significant difference in the performance of students in private schools with those in public schools. All the groups showed improved performance for the two week retention test after been taught using concept mapping strategy. The study showed that the concept mapping strategy is an appropriate method for teaching Home Economics for both male and female students. Among others, the study recommends that seminars should be organized for teachers to emphasize and encourage the use of the concept mapping strategy in teaching science and practical oriented subjects in senior secondary schools.

Visualization of students’ cognitive knowledge in digital concept mapping

<span lang="EN-US">Meaningful learning through the creation a digital concept map is the easiest way to gain cognitive knowledge, new information, and possibility how to expand among learners. Only a few empirical studies have been conducted in the field of nursing regarding learning through concept mapping to achieve higher levels of knowledge and digital skills. The study evaluated the student’s ability to visualize cognitive knowledge by creating a digital concept map. The objectives were to identify the perception using digital technologies and conceptual mapping, differences and relationships between gender, age, years of study, and branches. We used the ContextMinds program map creation. There were 92 Slovak students of nursing, public health and physiotherapy participated in the study. Data were collected and analyzed using IBM SPSS version 25.0. Perception of learning using digital concept mapping strategy was assessed using descriptive statistics, where paired t-test, analysis of variance (ANOVA) and Chi-square were used. The study found a positive perception of creating the digital concept map, but a low level of digital skills. First-year students took one or more weeks to submit the final version of the concept map in comparison to third-year students who took one or more hours. For second-year students, a creation of a concept map was less problematic than for first-year students. Students prefer standard teaching and learning methods. Healthcare absolvents are required to be proficient in digital literacy. Applying cognitive knowledge to create a digital concept map is a challenging strategy procedure.</span>

Concept mapping a potential pedagogical strategy to foster meaningful learning in physiology students.

Understanding of human physiology is critical for clinical practice and disease management. Escalating the teaching-learning method to improve conceptual knowledge may help the students to apply their knowledge in clinical scenarios. The present study was conducted to teach the use of concept mapping as a learning strategy to foster meaningful learning in physiology, compare its impact as a learning tool with traditional methods on meaningful learning, assess the cognitive gain, and find student's perception regarding concept mapping. The interventional study was conducted on first-year MBBS students. Depending upon marks obtained in previous internal assessments, the students were classified into "rapid learners" (RL) and "potential learners" (PL). By simple random sampling technique, both groups were divided into interventional (concept mapping) and control groups (question-answer discussion). After a pretest, all students had a lecture on glomerular filtration. The assignment was given to the interventional group to prepare a concept map on glomerular filtration, and question-answer were discussed for control groups. A surprise posttest was conducted after 2-3 days. In our study, all four groups showed significant differences in the pretest and posttest scores using a paired t-test (P < 0.05). The mean score of gain in learning, raw gain (G0), absolute learning gain, relative learning gain, and average normalized gain compared between the interventional group and controls group showed statistically significant performance improvement in both RL and PL groups. The concept mapping strategy was more efficacious than the question-answer discussion. Concept mapping is an impactful learning tool to improve cognitive gain and potential pedagogical strategy to foster meaningful learning in physiology students.

Effects of Concept Mapping Strategy on Students’ Perception and Performance in Photosynthesis and Cellular Respiration

The purpose of this research was to examine how the use of concept mapping strategy affected the comprehension of photosynthesis and cellular respiration among second-year students studying elective biology at Akim Swedru Senior High School. A total of 105 students participated in the study, which spanned six weeks. Pre-test and post-tests were administered using a biology test developed by the teacher. The results indicated significant differences between the experimental group, taught using concept maps, and the control group, taught using traditional methods. This suggests that concept maps assist students in understanding the subject matter, identifying key concepts, and establishing connections between different concepts. Additionally, the study uncovered positive perceptions among students regarding the effectiveness of concept maps as a teaching approach in Biology. Consequently, it is recommended that biology teachers in other Senior High Schools incorporate concept mapping as a teaching method. Furthermore, it is suggested that this study be replicated in different regions for further validation.

The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners

This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GOinstruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping(GO 1)and KWL strategies(GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension,promoting active participation and critical thinking compared to the concept mapping group.This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.

Comparing the efficacy of two teaching strategies on students’ attitudes towards biology: A case in Ashanti Mampong municipality, Ghana

Biology is an essential and compulsory subject offered at all senior high schools in Ghana. However, the level of students’ attitude towards biology has been seen to be a result of the use of less motivating teachers’ instructional strategies. This research study examined the effect of concept mapping and cooperative learning strategies on enhancing students’ attitudes towards the development of biology in two selected deprived science-based senior high schools within the Ashanti Mampong municipality of Ghana. The study used a quasi-experimental design involving a 3 x 2 multi-factorial analysis with a positivist paradigm. A purposive sampling technique was used to obtain 498 biology students for the study. Three research instruments, the biology attitude questionnaire (BAQ), student verbal ability test items and the students’ performance test (SPT) were used in collecting the data. The results showed that the intervention improved students' attitudes towards learning biology and the development of biology activities using analysis of covariance (ANCOVA) in a statistical package for social science version 20. Therefore, the two strategies enhanced students’ attitudes towards the subject in the two selected institutions within the Ashanti Mampong Municipality of Ghana. The two instructional strategies should therefore be emphasized, adopted and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana where appropriate learning and teaching resources are scarcely unavailable and elsewhere in related challenges.

The Effect of Concept Map Strategy on Academic Achievement and Student Retention in Biology Education

The present study aimed at the effect of concept mapping strategies on learners’ achievement and retention in biology teaching. A pretest/posttest quasi-experimental research design was adopted with one control and experimental group. The target population was male students who studied in second grade of high school in 2023-22 educational year in Iran. Simple random sampling technique was used to select the sample of students. Considering the Cohen tables and statistical assumptions, a sample size of 40 participants was estimated. They were then randomly assigned to each group. The experimental group made use of concept mapping strategies, while the control group was taught using the traditional methods. An academic achievement teacher made test was administered to all groups as a pretest / posttest and biology achievement retention teacher made test, a separate delayed posttest was administered after three weeks to the learners of the groups. The obtained data were analyzed using one-way Ancova test. The results indicated that concept mapping strategies had a significant effect on learners’ achievement. Analysis of the data using t-tests revealed that the retention of biology teaching by using concept mapping strategies was significantly higher in comparison to the traditional methods.

Guided Discovery Learning Model Using Concept Map Strategy to Improve Students Metacognition and Critical Thinking Skills

This study aims to improve students' metacognition and critical thinking skills in learning physics through the implementation of the guided discovery learning model with a concept map strategy. This research is a classroom action research, with stages: (1) planning, (2) implementation, (3) observation and evaluation, and (4) reflection. The subjects of this study were 30 students of class XI IPA MAN 3 Central Lombok. The research instrument consisted of metacognition skill assessment sheets and critical thinking tests, which were declared valid and reliable. Data analysis was carried out in a quantitative descriptive manner. The results of this study are: (1) students' metacognition skills experienced an increase in scores in the high category of 33.33% (cycle I), 80.00% (cycle II), and 86.67% (cycle III) ; (2) students' critical thinking skills also experienced an increase in scores in the high and very high categories with a percentage of 63.33% (cycle I), 76.66% (cycle II), and 86.67% (cycle III). thus, the implementation of the guided discovery learning model with a concept map strategy can improve students' metacognition and critical thinking skills in learning physics

Evaluating English Language Teachers’ Practices Using Concept Mapping Strategy in Saudi Intermediate Schools

Evaluating English Language Teachers’ Practices Using Concept Mapping Strategy in Saudi Intermediate Schools

Concept Mapping Strategy and Learning Achievement: A Systematic Review

Concept Mapping Strategy and Learning Achievement: A Systematic Review

Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements

This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement of secondary school students in Kafanchan Education Zone, Kaduna State Nigeria. The study answered three research questions and tested three hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) research design was employed for the study. The population of the study included all the 1,242 Junior Secondary School two (JS II) students in 35 public secondary schools in Kafanchan Education Zone of Kaduna State. Sample of 66 students from two intact classes (experimental group = 36, control group = 30) participated in the study. Students in the experimental group received 8-weeks of training on concept mapping instruction, while those in the control group were exposed to normal conventional teaching. Students’ composition writing achievement test (SCWAT, test-retest reliability = 0.78) was developed by the researcher to obtain baseline information and after-intervention information. Data were analyzed using descriptive statistics [means and standard deviation (SD)] and analysis of covariance (ANCOVA). Results indicated that students have the very low ability in sentence construction, paragraphing, and editing in composition writing achievement at baseline. Also, concept mapping instruction significantly improved students’ ability to construct a cohesive sentence, develop a paragraph, and edit composition writing. The study concluded that concept mapping strategy has significant effects on sentence construction, paragraphing, and editing in composition writing achievement skills of junior secondary school students. The study strongly recommended the use of a concept mapping strategy by teachers, students, and school administrators in Nigeria.

The Power of Story Face Strategy and Concept Mapping Strategy in Teaching Students’ Reading Skill

The goal of this study is to determine the relationship between independent and dependent variables. To investigate the impact of the story face strategy and the concept mapping strategy on second grade students' reading comprehension at senior high school. This is an experimental study with a pre test and post test design. The research sample consisted of second grade students (2 Sains classes) during the academic year 2018/2019, and the purposive sampling technique was used. The effect of Story Face Strategy and Concept Mapping Strategy toward reading comprehension based on the data indicates that there was significant effect between data in pre-test and data taken from post-test of the students' achievement. The value of the test was highly significant showed as 19.088 and the t-table was showed as 2.093. The value score of t-test was quite higher than the t-table (19.088 2.093). It is concluded that the Story Face Strategy and Concept Mapping Strategy are effective in teaching reading skill to senior high school second grade students.

The Effect of Concept Mapping Strategy in Social Studies Instruction on Students’ Learning Outcomes in Junior Secondary Schools, Lagos State, Nigeria

The study investigated the effect of concept mapping strategy in social studies instruction on students learning outcome in Lagos State junior secondary school. The study's goal is to ascertain whether the Concept Mapping Teaching Strategy (CMTS) improves students' social studies learning outcomes. One hundred and sixty students in JSSII intact classes were used as sampled. The participants were drawn from four schools located at Badagry zone in Education District V. One hundred and two students were taught with CMTS and fifty-eight students were taught using conventional method. Gender was the moderating variable and was considered as factor that can influence students’ learning outcome. Two research questions were raised and two null hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The design employed a 2x1x1 factorial matrix. The Social Studies Achievement test was used to collect data for the study. Data collected were analyzed with mean, standard deviation and analysis of covariance (ANCOVA) at 0.05 significant level. Results showed that students who received the Concept Mapping Teaching approach performed well in academics (F-value 7.77(2, 145) p&lt;0.05), and that gender is not a factor in using CMTS in Social Studies class which shows that the F-value 1.001(1, 145) is not significant at 0.05. The study came to the conclusion that CMTS improved deep learning in social studies. According to the study, junior secondary schools in Lagos State should generally use the therapy on a big scale.