Undergraduate students taught circular and rotational motion with concept mapping achieved significantly higher post-test scores than students taught with tutorial sheets¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · 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.
q2 i? The experimental (concept mapping) group's post-test mean of 69.37 was significantly higher than the control (tutorial sheet) group's mean of 63.03, t(64.05) = -2.15, p < 0.05. → Luchembe et al. 2014
Evidence¶
Luchembe et al. 2014¶
Dennis Luchembe, Kaumba Chinyama, Jack Jumbe. (2014). The Effect of Using Concept Mapping on Student's Attitude and Achievement When Learning the Physics Topic of Circular and Rotational Motion. European J of Physics Education, Volume 5 Issue 4. https://eric.ed.gov/?id=EJ1068159
q2 · i? · causal · r2
Pretest-posttest experiment in which 70 first-year prospective physics teachers at Mukuba University were randomly assigned by lottery to a concept-mapping group (n=35) or tutorial-sheet group (n=35). The independent-samples t-test on post-test scores showed "This difference is statistically significant, t(64.05) = -2.15 , p < 0.05"; no effect size was printed.
"The mean for the experimental group post test scores (M=69.37, SD=10.70) is higher than the mean for the control group post test scores (63.03, SD =13.79).This difference is statistically significant, t(64.05) = -2.15 , p < 0.05"
Discussion¶
Related Claims¶
- Interviews indicated that students whose post-test scores improved showed interest in and understanding of concept mapping, while poor performers did not, though stated usefulness did not always match achievement — related
- Students taught with concept mapping expressed a positive attitude toward concept mapping on a 14-item Likert questionnaire — related
- SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — a broader claim this one bears on
- Fifth-grade female students taught an English unit with e-Mind Maps scored significantly higher on the post achievement test than students taught with the traditional teacher-guide method — related
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