Effects of the level of generativity in concept mapping with knowledge of correct response feedback on learning
Ellen Marie Taricani, The Pennsylvania State University, United States
The Pennsylvania State University . Awarded
The purpose of this study was to determine the effect of blending both feedback and concept map generation on learning terminology and learner comprehension. The overall effect of each treatment was measured by individual scores on the total criterion test, the terminology test, and the comprehension test.
This study also investigated those instances in which there was a significant difference between test scores of learner generated concept map items versus those that were matched to researcher generated concept map items by students who used partially generated concept maps with feedback and those without feedback.
The sample population of the study included 150 freshmen students at a large northeastern university. There was a mix of male (n = 79) and female (n = 71) students, in both science (n = 55) and non-science (n = 95) majors.
The findings in this study indicated that: (a) the use of concept mapping was not significantly different from those who did not use concept mapping on the criterion test scores; (b) those who did not receive feedback (totally generated and partially generated maps) did significantly better than those with feedback on the comprehension test score; (c) those working with the partially generated maps with feedback did significantly better on the terminology test score items that matched on the learner generated items versus those that matched the researcher generated ones; and (d) there were significant differences between science and non-science majors, with science majors doing significantly better on the terminology test.
Taricani, E.M. Effects of the level of generativity in concept mapping with knowledge of correct response feedback on learning. Ph.D. thesis, The Pennsylvania State University.
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