Analyzing the Effects of various Concept Mapping Techniques on Learning Achievement under different Learning Styles
Chei-Chang Chiou 1, Li-Tze Lee 2, Li-Chu Tien 3, Yu-Min Wang 4 *
More Detail
1 National Changhua University of Education2 Overseas Chinese University3 MingDao University4 National Chi Nan University* Corresponding Author


This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self concept mapping (CACSB), computer-assisted construct-on-scaffold concept mapping (CACOS), paper-and-pencil concept mapping (PAP), and traditional textbook exercise (TTE) methods.

Material and methods:
A pretest-posttest control group design was employed. The subjects were 151 students who were taking an advanced accounting course. An analysis of covariance was used to analyze the results.

The research findings are fourfold: (1) the two computer-assisted concept mapping techniques (CACSB and CACOS) are more beneficial to students’ learning achievement than PAP and TTE; (2) PAP is better than TTE in relation to students’ learning achievement; (3) when students’ different learning styles were taken into account, CACOS offers better assistance to students who have accommodating and converging learning styles, followed by CACBS, PAP, and TTE; (4) for students who have assimilating and diverging learning styles, CACSB has the most significant effects on their learning achievement, followed by CACOS, PAP, and TTE.

The computer-assisted concept mapping technique needs to fit learners’ learning styles. The match between learning styles and learning techniques will further enhance learning achievement.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 7, July 2017, 3687-3708

Publication date: 15 Jun 2017

Article Views: 4573

Article Downloads: 3575

Open Access References How to cite this article