All three concept mapping strategies enhanced students' problem-solving performance in chemistry from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test mean scores were much higher than pre-test mean scores in all three groups after five weeks of concept mapping instruction. → Bamidele 2013

Evidence¶

Bamidele 2013¶

Bamidele, E.F. & Oloyede, E. O. (2013). Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry. World Journal of Education, 3(1). https://doi.org/10.5430/wje.v3n1p66

q2 · i? · causal · r1

Pre-test/post-test comparison across the three treatment groups (pre-test means 30.81–33.93; post-test means 51.57–55.87). The article attributes the gain to "the distinctive characteristics of the concept maps generally" and concludes the strategies enhanced problem-solving performance.

"The mean scores of the three groups in the pre-test is much lower than the mean scores of the groups in the post-test."

Discussion¶

Related Claims¶

• The three concept-mapping groups were statistically equivalent in chemistry problem-solving ability before treatment — related
• Descriptive post-test means numerically favoured the spider concept mapping group, though not significantly — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• Problem solving strategy type significantly affects chemistry achievement, with a hierarchical order of PF, PM and PC — related
• Problem-solving showed a significant pre-post effect although post-treatment means were slightly lower than pre-treatment means — related