The Effect of Concept Mapping Activities on Student Motivation and Self-Efficacy in Undergraduate Chemistry (Poster 14)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Explorations in Student Motivation, Self-Efficacy, and Educational Outcomes

Abstract

Concept mapping is a highly researched learning strategy effective in increasing conceptual understanding in a variety of learning contexts. However, most research using concept mapping within chemistry learning has only examined effects over a singular intervention rather than multiple interventions. Furthermore, little is known about its influence on motivation and self-efficacy. The present study examines the effect of using two different concept map formats (Fill-in-the-Blank and Correction) over multiple time points on undergraduate chemistry students’ motivation, self-efficacy, and learning performance. Results indicated overall decreases in student motivation and self-efficacy from pre- to post- questionnaire, yet significant increases in learning outcomes at each time point. Additional findings and implications will be reported and discussed at the conference.

Authors

• Chloe G. Dydasco, Washington State University

• Gan Jin, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Oluwafemi J. Sunday, Washington State University

• Krista Nishida, Washington State University

• Shenghai Dai, Washington State University