High teaching guidance in concept mapping yields larger effects than low guidance, though marginal after excluding influential studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Highly directed concept mapping (g = 1.792) showed a significantly higher effect than low guidance (g = 0.470) or scaffolded/interactive approaches (g = 0.905), but this became marginal (p = 0.074) after removing two influential studies. → 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 · i? · quant-synthesis · r2

Moderator subgroup analysis of teaching guidance levels across the 58 comparisons; the high-guidance advantage "became marginally significant (p = 0.074)" after excluding the two influential low-achiever studies.

"Our results indicate a statistically significant higher effect size for concept mapping interventions with high levels of teaching guidance (g = 1.792) when compared to those with low teaching guidance (g = 0.470) or scaffolded/interactive approaches (g = 0.905)"

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 — related
• Concept mapping has a moderate overall positive effect on science achievement for elementary and secondary students (g = 0.776) — related
• In one randomized working-paper experiment, conceptual-map scaffolding gave LLM-using novices marginally higher scores (p < .10) and lower score variance, with a marginal benefit concentrated among low-AIC novices — related
• Without explicit guidance and scaffolding, unguided GenAI use may disproportionately benefit already advantaged students and widen performance gaps — related
• Scaffolding's effect was highest in project-based learning contexts; design-based learning was the only context not significantly greater than zero — related