The Effects of Concept Maps With Feedback on Chemistry Learning Performance

• In Event: Postsecondary Science Teaching and Learning

Abstract

Concept maps are node-link diagrams used for learning. Little is known about their effectiveness when used with feedback. The primary objective of this study is to examine the effects of concept maps with feedback and students’ perception on learning performance in a large undergraduate chemistry classroom. Students (N = 282) were randomly assigned to two groups: self-constructed map without feedback, and self-constructed map with peer feedback. Learning outcomes were measured with multiple-choice and open-ended transfer questions. Results showed that students in the self-constructed- peer feedback condition outperformed those in the self-constructed map without feedback. Further, results showed that prior knowledge is a significant predictor of posttest scores on concept map activity. Theoretical and practical implications are discussed.

Authors

• OLUWAFEMI JOHNSON SUNDAY, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University

• Rachel Min Wong, University of Tennessee

• Oluwasola Samuel Oni, Washington State University

• Krista Nishida, Washington State University - Pullman