Claims

ESL students taught concept mapping show significantly greater gains in self-regulation strategies (self-monitoring and knowledge acquisition strategies) than the alternative strategy group

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The concept mapping group showed significantly greater pretest-to-posttest gains in self-monitoring and knowledge acquisition strategies than the alternative learning strategy group. → Pasana Chularut 2001

Evidence

Pasana Chularut 2001

Pasana Chularut. (2001). The Influence of Concept Mapping on Achievement, Self-Regulation, and Self-Efficacy in Students of English as a Second Language. Doctoral dissertation, University of Oklahoma. https://eric.ed.gov/?id=ED3004889

q3 · i? · causal · r2

Same randomized pretest-posttest experiment with 79 ESL students; split-plot and split-plot multivariate analyses of variance were computed. The article reports a statistically significant time-by-method interaction for self-monitoring and knowledge acquisition strategies, with greater gains in the concept mapping group.

"The findings showed the statistically significant interaction of time and method of instruction for achievement, self-monitoring, knowledge acquisition strategies, and self-efficacy. For all variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the alternative learning strategy group."

Discussion

Page metadata
Field Value
type claim
id concept-mapping-greater-self-regulation-gains-esl
title ESL students taught concept mapping show significantly greater gains in self-regulation strategies (self-monitoring and knowledge acquisition strategies) than the alternative strategy group
description ESL students taught concept mapping show significantly greater gains in self-regulation strategies (self-monitoring and knowledge acquisition strategies) than the alternative strategy group
status review
evidence_strength moderate
newest_evidence 2001
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — pasana-chularut-2001

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