The effects of a collaborative computer-based concept mapping strategy on Geographic Science performance in junior high school students

Cheng Chieh Chang, Guan Ying Liu, Kuang Jung Chen, Cheng Hao Huang, Yu Ming Lai, Ting Kuang Yeh

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    This study explored the effects of a collaborative computer-based concept mapping strategy on Geographic Science learning outcomes in junior high school students. A quasi-experimental approach was applied to a sample of 85 9th grade students. Class instruction lasted for five weeks, with two classes each week. Using the quasi-experimental research approach, 27 students were assigned to a constructive activities group that received instruction without concept mapping assistance (NCM), 28 students were assigned to a group that received individual computer-based concept mapping (CBCM) assisted instruction, and 30 students were assigned to a group that received collaborative computer-based concept mapping (CCBCM) assisted instruction. We explored the impact of these methods of instruction on students' memorization, understanding, and application of concepts and on their higher order cognitive ability. The findings revealed that the CCBCM and CBCM groups scored better than the NCM group on the post-test. On the retention test, the CCBCM group outperformed the NCM group on all subtests.

    Original languageEnglish
    Pages (from-to)5049-5060
    Number of pages12
    JournalEurasia Journal of Mathematics, Science and Technology Education
    Volume13
    Issue number8
    DOIs
    Publication statusPublished - 2017

    Keywords

    • Collaborative computer-based concept mapping
    • Conception retention
    • Geographic science learning

    ASJC Scopus subject areas

    • Education
    • Applied Mathematics

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