The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students
Cheng-Chieh Chang 1, Guan-Ying Liu 2, Kuang-Jung Chen 2, Cheng-Hao Huang 2, Yu-Ming Lai 2 * , Ting-Kuang Yeh 2 *
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1 Institute of Education & Center of Teacher Education, National Taiwan Ocean University, Keelung, Taiwan
2 National Taiwan Normal University, Taipei, Taiwan
* Corresponding Author

Abstract

This study explored the effects of a collaborative computer-based concept mapping strategy on Geographic Science learning outcomes in junior high school students. A quasi-experimental approach was applied to a sample of 85 9th grade students. Class instruction lasted for five weeks, with two classes each week. Using the quasi-experimental research approach, 27 students were assigned to a constructive activities group that received instruction without concept mapping assistance (NCM), 28 students were assigned to a group that received individual computer-based concept mapping (CBCM) assisted instruction, and 30 students were assigned to a group that received collaborative computer-based concept mapping (CCBCM) assisted instruction. We explored the impact of these methods of instruction on students’ memorization, understanding, and application of concepts and on their higher order cognitive ability. The findings revealed that the CCBCM and CBCM groups scored better than the NCM group on the post-test. On the retention test, the CCBCM group outperformed the NCM group on all subtests.

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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

https://doi.org/10.12973/eurasia.2017.00981a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 8, pp. 5049-5060

Publication date: 11 Aug 2017

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Article Downloads: 339

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