Cooperative concept mapping produces better meaningful learning than individualistic concept mapping¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2001 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In a reviewed study of college biology students, students working cooperatively on concept mapping tasks attained meaningful learning better than students working individually. → 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

q2 · i? · causal · r1

The review reports this finding from Okebukola and Jegede (1988), a pretest-posttest study with non-random assignment of 145 college students using concept mapping in cooperative or individualistic learning modes. The review attributes the result to that study; its design is described only as summarized here.

"Furthermore, students working together cooperatively on the concept mapping tasks were found to attain meaningful learning better than students working individually."

Discussion¶

Related Claims¶

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• Small-group learning improves undergraduate STEM achievement — a broader claim this one bears on
• Collaborative Learning Improves Outcomes — a broader claim this one bears on
• Conceptual change strategies in cooperative groups reduced misconceptions in community college chemistry, but poor group leadership undermined discussion — related
• Science-classroom studies of cooperative learning show mixed results, with several null or negative comparisons — reports the opposite
• A 1994 adult-literacy practice guide asserts, citing no specific study, that primary and secondary students learn more through non-competitive collaborative group work than in individualized competitive classrooms — a broader claim this one bears on
• Three practitioner digests report, second-hand, Johnson and Johnson's finding that cooperative learning tends to promote higher achievement than competitive and individualistic learning across ages, subjects, and types of learning — a broader claim this one bears on
• Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem — a broader claim this one bears on
• Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goal structures — related