The Effectiveness of Concept Maps Activities and Motivational Factors on Chemistry Learning Performance

• In Event: Attention and Strategy Use in Context

Abstract

Research on the effectiveness of concept maps in improving students’ conceptual knowledge is extensive. However, less is known about the benefits of motivational factors in promoting various concept map activities in ecologically valid environments. The primary objective of this study was to examine motivational variables and concept map activities in influencing chemistry learning outcomes. Students (N = 647) enrolled in an introductory chemistry course were randomly assigned to two conditions. Results show that conditions (choice vs. no-choice) did not predict learning outcomes. Additionally, results show that prior knowledge, effort, interest, and perceived competence significantly predict learning transfer. Further, results show that effort and map quality mediate the influence of prior knowledge on learning transfer. Practical implications are discussed.

Authors

• Oluwafemi J. Sunday, Washington State University - Pullman

• Rachel Min Wong, The University of Tennessee

• Olusola Olalekan Adesope, Washington State University

• Samuel Aina, Washington State University

• Oluwasola Samuel Oni, Washington State University - Pullman

• Krista Nishida, Washington State University - Pullman