Analyzing the Effects of various Concept Mapping Techniques on Learning Achievement under different Learning Styles

Abstract

This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self-concept mapping (CACSB), computer-assisted construct-on-scaffold concept mapping (CACOS), paper-and-pencil concept mapping (PAP), and traditional textbook exercise (TTE) methods. A pretest-posttest control group design was employed. The subjects were 151 students who were taking an advanced accounting course. An analysis of covariance was used to analyze the results. The research findings are fourfold: (1) the two computer-assisted concept mapping techniques (CACSB and CACOS) are more beneficial to students' learning achievement than PAP and TTE; (2) PAP is better than TTE in relation to students' learning achievement; (3) when students' different learning styles were taken into account, CACOS offers better assistance to students who have accommodating and converging learning styles, followed by CACBS, PAP, and TTE; (4) for students who have assimilating and diverging learning styles, CACSB has the most significant effects on their learning achievement, followed by CACOS, PAP, and TTE. The computer-assisted concept mapping technique needs to fit learners' learning styles. The match between learning styles and learning techniques will further enhance learning achievement.

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

“…• they are user-friendly and corrections can be made more efficiently; the nodes can be quickly added, corrected, or deleted; • the convenience of communication with peers: Students can obtain precise information by showing the concept maps on the screen to each other and then discussing them; • they support the active learning strategies of feedback and evaluation and they can present common online tools for map history functions [34].…”

“…PSI is an assessment tool that is formed of 32 items and a six-point Likert scale (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = usually, 6 = always) and the Cronbach's alpha reliability coefficient of the PSI was calculated as 0.88, while the reliability coefficient was 0.85. There are six sub-dimensions that are found in the PSI, which are: Impulsive (13,14,15,17,21,25,26,30,32), Reflective (18,20,31,33,35), Problem solving Confidence (5,23,24,27,28,34), Avoidant style (1,2,3,4,11), Monitoring (6,7,8), and Planfulness (10,12,16,19). The Cronbach's alpha coefficients of the sub-dimensions are calculated as 0.74, 0.73, 0.72, 0.66, 0.76, and 0.69, respectively.…”

The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students

“…The use of computer-based concept maps benefits teachers and learners due to the following characteristics: (1) ease of use and making corrections: nodes can be quickly added, corrected, and deleted in computer-based concept mapping, and, guided by simple instructions, users can adjust the concept map structure to make it more visually clear; (2) ease of communication with peers: learners can obtain clear information by displaying their concept maps on the screen and through discussion with others; (3) support for multiple resources: computer-based concept mapping can offer feedback, evaluation, and map history functions, as well as collaborative online tools for map composition (Chiou, Lee, Tien, & Wang, 2017). Therefore, computer-based concept mapping may compensate for weaknesses in traditional manual concept mapping.…”

Pedagogical Readiness of Mathematics Teachers to Implement Innovative Forms of Educational Activities

“…In their work, Lamanauskas and Augienė (2015) suggest introducing such forms of educational activities that aim at the development of scientific research in a secondary school, which enhances analytical thinking of students, form the capabilities to find and to use information. Intensification of analytical thinking is possible through the introduction of universal and experimental learning, which scientists Chiou et al (2017) consider as pedagogical innovation. Abrahams and Reiss (2012) in their works show that practical work is more effective if it avoids the use of explicit strategies for solutions and takes more practice-oriented approaches.…”