Descriptive post-test means numerically favoured the spider concept mapping group, though not significantly¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · 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 spider group's post-test mean (55.87) was higher than the hierarchical (53.76) and flowchart (51.57) groups, but the difference was not statistically significant (Sig. .318). → Bamidele 2013
Evidence¶
Bamidele 2013¶
Bamidele, E.F. & Oloyede, E. O. (2013). Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry. World Journal of Education, 3(1). https://doi.org/10.5430/wje.v3n1p66
q2 · i? · causal · r2
Comparison of post-test means in Table 5 (N = 37, 59, 60; Sig. .318). The article states "spider concept mapping is more effective at improving students’ performance in problem solving in Chemistry than hierarchical and flowchart mapping techniques", though this descriptive difference was not significant.
"In the table, the mean of the group that used spider concept mapping strategies was higher than the other two groups (X = 55.8, 53.8, 51.6, for Spider, Heirarchical and Flowch art concept map respectively)."
Discussion¶
Related Claims¶
- All three concept mapping strategies enhanced students' problem-solving performance in chemistry from pre-test to post-test — related
- The three concept-mapping groups were statistically equivalent in chemistry problem-solving ability before treatment — related
- SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
- Total scores were highly significant in favour of the concept map method group (64.4% vs 49.4%) — related
- 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
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