Concept Mapping As a Study Skill:

Patrick, Ajaja O.

doi:10.1080/09751122.2011.11890008

Cited by 24 publications

(5 citation statements)

References 2 publications

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“…Therefore, the activity of making concept maps in the Remap-STAD model can further improve students' metacognitive skills when compared to conventional learning whose activities are more lecturer-centered. One of the benefits of preparing another concept map is that it can help students understand concepts and their relationships with each other (Patrick, 2011). Through making concept maps, students can organize, connect, and synthesize information or concepts that exist in their cognitive structure so that they can understand concepts and relationships between concepts better Kinchin & Hay, 2000;Edmonson & Smith, 1996).…”

Section: The Influence Of Remap-stad On Cognitive Learning Outcomesmentioning

confidence: 99%

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

Kusuma,

Busyairi

2023

JIPP

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Metacognitive skills and cognitive learning outcomes are two competencies that students should have after learning is carried out. However, in reality, the increase in these two competencies has so far not been optimal. This research aims to determine the effect of the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) learning model on students' metacognitive skills and cognitive learning outcomes. This type of research is quasi-experimental with the One-group Pretest-Posttest Design. The instrument used in this research is in the form of essay questions. The technique for assessing metacognitive skills and student learning outcomes is carried out in an integrated manner. Hypothesis testing was carried out using statistical tests by comparing two means (pretest mean and posttest mean) using Paired Samples t-test analysis. The results of data analysis show that there is an influence of the Remap-STAD learning model on students' metacognitive skills and cognitive learning outcomes. Thus it can be concluded that the Remap-STAD learning model can be used as an alternative learning to improve metacognitive skills and student learning outcomes in higher education.

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Section: The Influence Of Remap-stad On Cognitive Learning Outcomesmentioning

confidence: 99%

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

Kusuma,

Busyairi

2023

JIPP

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“…Few studies have been conducted across the continent and the globe at large which include; "effectiveness of concept mapping base teaching methods on grade eight students' conceptual understanding of photosynthesis at Ewket Fana primary school, Bahir, Dar, Ethiopia" by Woldeamauel, Abate and Berhene (2020), "effect of concept mapping instructional strategy and gender on secondary school students achievement in difficult physics concepts in Yola, Nigeria" by ugwumba (2018), " effect of Novak colourful concept map with digital teaching materials on students' academic achievement in Taiwan, China" by Chiou, Lee and Lio (2012), "the effect of concept mapping strategy as a graphical tool in writing achievement among EPL learners in Danesh Gostar language academy" by Shakoori, Kadivar and Sarami (2017), "the effect of concept mapping instructional strategy on Biology achievement of secondary school slow learners in Lagos, Nigeria" by Udeani and Okafor (2012), "concept mapping as a study skill: effects on students achievement in Biology in Delta state, Nigeria" by Patrick (2011). No study has investigated the effect of concept mapping instructional strategy accompanied with discussion web on students' academic achievement in the concepts of Genetics in Ghana and the African continent at large.…”

Section: Research Gapsmentioning

confidence: 99%

Effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on Students’ Academic Achievement in the Concept of Genetics

Ayimbila

Akantagriwon²

2021

JEP

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Purpose: This study explored the effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on students’ academic achievement in the concept of Genetics at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental design (pretest, posttest non-equivalent design). The sample comprised of 80 Navrongo Senior High School Form Three Gold Track and Green Track science students. Students from the Green Track class and Gold Track class were assigned experimental group and control group respectively. The experimental group class was made up of 23 males and 20 females. The control group class was also made up of 24 males and 13 females. Pretest was administered to all the participants. The experimental group was taught using Concept Mapping Instructional Strategy Accompanied by Discussion Web. The control group was taught using Conventional Teaching Method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.70 and 0.73 for the pretest and posttest respectively. The data obtained were analysed using t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of academic achievement (t-value = 1.05, p-value=0.30, p>0.05). Posttest results of students in the experimental group were significantly higher than the control group (t-value = 8.07, p-value = 0.000, p < 0.05). The result of the posttest showed that the use of concept mapping instructional strategy accompanied by discussion web in teaching genetics was more effective than conventional teaching method. There was no statistically significant difference in the academic achievement of male and female students in the experimental group (t-value = 1.68, p-value = 0.11, p > 0.05). Unique contribution to theory, practice and policy: This study recommended that Biology teachers in Navrongo Senior High School should be encouraged to teach Genetics using Concept Mapping Instructional Strategy Accompanied by Discussion Web in order to improve the academic achievement of students. Science teachers should be given the opportunity to attend workshops, seminars, conferences to enable them update their knowledge on current instructional strategies that are capable of improving the academic achievement of students. The Government, Ghana Education Service and Ministry of Education should establish professional development fund for teachers to enable them upgrade professionally and also improve on their teaching styles since most teacher are not abreast with the current or modern methods of teaching.

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“…Since CM requires abilities such as identifying important terms or concepts (e.g., in a learning text), determining hierarchical relationships among them, and specifying meaningful propositions, it seems obvious that learners need additional training and support to use the strategy successfully. Accordingly, some studies involved several weeks of training with repeated intervention and feedback measures [44,45,78,83,89,95,96]. In contrast, other researchers such as Jonassen et al [97] state that CM is comparably easy to learn, so they regard short introductions to be sufficient when investigating the strategy [37,38,43].…”

Section: Previous Research On the Effectiveness Of Different Concept Mapping Training Approachesmentioning

confidence: 99%

“…Since a higher level of elaboration is additionally associated with better learning outcomes in general, we expect these participants to achieve higher scores in subsequent knowledge tests regarding the covered learning content. (2) Furthermore, we expect that extensive training in CM is helpful for its successful use as a learning tool [44,45,95] by inducing a certain familiarity, especially with methodical aspects. This effect should become particularly evident in comparison with another condition in which the participants only receive a short introduction to the CM strategy.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Becker¹,

Welter²,

Großschedl³

2021

Education Sciences

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Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.

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Concept Mapping As a Study Skill:

Cited by 24 publications

References 2 publications

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

Effect of Concept Mapping Instructional Strategy Accompanied by Discussion Web on Students’ Academic Achievement in the Concept of Genetics

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

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