Concept mapping has a moderate overall positive effect on science achievement for elementary and secondary students (g = 0.776)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2024 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
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q3 i2 Across 58 comparisons from 55 studies, concept mapping yields a pooled moderate effect on science achievement of g = 0.776. → Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos 2024
Evidence¶
Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos 2024¶
Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos. (2024). The Effectiveness of Concept Maps on Students' Achievement in Science: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09877-y
q3 · i2 · quant-synthesis · r2
Random-effects meta-analysis of 58 comparisons from 55 studies involving 5,364 students in Grades 3–12; the pooled effect size was "estimated at 0.776 (95% CI: 0.597, 0.956; p < 0.0001)", i.e. g = 0.776, a moderate effect. Between-studies heterogeneity was high (I² = 89.1%).
"The overall ES based on 58 comparisons was estimated at 0.776 (95% CI: 0.597, 0.956; p < 0.0001), suggesting a moderate to large effect of the intervention"
Discussion¶
Related Claims¶
- Concept mapping shows a large effect for low-achieving students (g = 2.019) and moderate effect for high-achieving students (g = 0.610), not significantly different — a narrower finding that bears on this claim
- Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — related
- Graphic organizers such as concept maps improve comprehension and retention with a medium average effect; that novices benefit more rests on a few small subgroups — related
- High teaching guidance in concept mapping yields larger effects than low guidance, though marginal after excluding influential studies — related
- Self-generated concept mapping benefits learning from grade 4 onwards with similar effect sizes across grades 4–8, 9–12, and college — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
concept-maps-moderate-overall-science-achievement-effect |
title |
Concept mapping has a moderate overall positive effect on science achievement for elementary and secondary students (g = 0.776) |
description |
Concept mapping has a moderate overall positive effect on science achievement for elementary and secondary students (g = 0.776) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dimitris-anastasiou-clare-nangsin-wirngo-pantelis-bagos-2024 |
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