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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Purposively sampled interviewees who improved or stayed level showed interest in concept maps, whereas the two students whose scores dropped showed no interest. → Luchembe et al. 2014 q1 i? Stated usefulness of concept mapping did not always translate into higher achievement; one interviewee found it helpful yet his score dropped from 60% to 58%. → Luchembe et al. 2014 (2)

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

q1 · i? · causal · r2

Semi-structured interviews with six purposively selected experimental-group students (two higher, two medium, two lower achievers), analysed under three themes: interest, understanding, and usefulness of concept mapping. The study found that "students whose post test scores improved or remained the same had showed interest in the use of concept maps" while uninterested students performed poorly.

"The interview revealed that students whose post test scores improved or remained the same had showed interest in the use of concept maps."

Luchembe et al. 2014 (2)¶

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

q1 · i? · causal · r2

Within the same interview analysis, the authors note that "Despite all the interviewee stating that they find concept mapping useful, this did not translate into higher achievement in the test", citing interviewee 4 whose score fell from 60% to 58%. They cite Harris and Brown (2010) that questionnaire-interview consistency is generally weak.

"Despite all the interviewee stating that they find concept mapping useful, this did not translate into higher achievement in the test."

Discussion¶

Related Claims¶

• Undergraduate students taught circular and rotational motion with concept mapping achieved significantly higher post-test scores than students taught with tutorial sheets — related
• Descriptive post-test means numerically favoured the spider concept mapping group, though not significantly — related
• No significant difference in achievement between male and female students taught basic science with concept mapping — related