Effect of Different Concept Map Formats and Students' Concept Mapping Perception on Learning Performance

• In Event: Postsecondary Science Teaching and Learning

Abstract

This study investigated the effect of different concept map formats and students' concept mapping perception on their learning performance. The two concept map formats employed include scaffolded concept maps and self-constructed concept maps. Seven hundred and fifteen undergraduate students in an introductory chemistry course were randomly assigned to one of the two concept map groups. Results revealed that students who reported higher concept mapping perception performed better on the post test. Results further indicated that students in scaffolded concept map groups showed positive association of reporting a higher student concept mapping perception.

Authors

• Oluwasola Samuel Oni, Washington State University

• Rachel Min Wong, University of Tennessee

• OLUWAFEMI JOHNSON SUNDAY, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University

• Krista Nishida, Washington State University - Pullman