The Effect of Using Concept Maps
as Study Tools on Achievement in
Chemistry

BouJaoude, Saouma; Attieh, M

doi:10.12973/ejmste/75345

Cited by 45 publications

(33 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Also among problem solving skills and knowledge, perception and sim-ulation case study rubric. These finding is in the same line with BouJaoude & Attieh (2008) [48] who said that the result of their study showed that the total scores on the concept map showed a significant correlation with the scores on the application and level items on the posttest. In addition to Khrais & Saleh (2017) [49] who said that by using concept map assessment rubric, a quasi-experimental study for 102 nursing students revealed that concept mapping is directly correlated with students' abilities to solve problem independently.…”

Section: Discussionsupporting

confidence: 89%

Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

El-Hay

Mezayen²,

Ahmed³

2018

JNEP

View full text Add to dashboard Cite

Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students. Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess student's knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map. Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings. Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.

show abstract

Section: Discussionsupporting

confidence: 89%

Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

El-Hay

Mezayen²,

Ahmed³

2018

JNEP

View full text Add to dashboard Cite

show abstract

“…Most female students like PQ4R learning strategy since it facilitates them with reading activity, while most male students like concept mapping learning strategy since it enables them to identify and to connect the concepts or the combination of concept mapping. Concept mapping is an effective learning strategy to help the low achievers especially those of male students, to improve their scores [6]. Moreover, it is also stated that through the implementation of concept mapping learning strategy, male students are more active in the process of relationship identification among concepts.…”

Section: Discussionmentioning

confidence: 99%

Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills

Ramdiah¹,

Corebima²

2014

EDUCATION

View full text Add to dashboard Cite

Biological development difference related to gender causes significance differences including academic achievement, metacognitive, and critical thinking skills. Therefore, the learning process should be designed based on the students' learning style to equalize the students' achievement and other skills between the two genders. The purpose of this study is to find out the appropriate learning strategy that can enhance and equalize the male and female students' achievement, metacognitive, and critical thinking skills. The study had been carried out in QuasiExperiment of Pretest -Posttest Nonequivalent Control Group design. Population of the study was second grade of Banjarmasin senior high school students Indonesia majoring in science. The results of the study showed that the students' learning achievement, metacognitive, and critical thinking skills are similar or almost similar between the two genders, when the PQ4R strategy combined with the concept mapping strategy was applied.

show abstract

“…BouJaoude and Attieh (2007) also conducted a study in which the effect of concept maps as study tools on achievement in chemistry was investigated. Finding of a study revealed that although there were no significant differences on the achievement total score, there were significant differences favoring the experimental group for scores on the knowledge level questions (BouJaoude & Attieh, 2007).…”

Section: Introductionmentioning

confidence: 90%

The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-university Students’ Reading Comprehension

Soleimani¹,

Nabizadeh²

2012

ELT

View full text Add to dashboard Cite

Concept maps (CM) are powerful tools which have different uses in educational contexts; however, this study limited its extension and explored its impact on the reading comprehension skill of Iranian EFL students. To this purpose, a proficiency test was employed and 90 intermediate pre-university students were chosen and divided into three groups: learner constructed CM group, fill in the map CM group, and summarizing strategy group. The whole study was conducted within three months. At the beginning of the study, a reading comprehension test (as a pre test) was administered to measure the comprehension ability of the subjects. During the five-session treatment period, the assigned strategies were taught and practiced in each group. Then, another reading comprehension test (as a post test) was employed to compare the effect of treatment on the comprehension skill. The results of the study showed that despite the efficacy of all three strategies, the fill in the map version of CM was the most influencing one. It suggested that in general, CM technique might be regarded as an alternative or even as an effective replacement of the summarizing strategy for reading comprehension skill.

show abstract

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

Cited by 45 publications

References 26 publications

Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills

The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-university Students’ Reading Comprehension

Contact Info

Product

Resources

About