Concept Maps Compared to Traditional Outlines on Retention of Class Material as Measured by Exam Performance. Shanan Valles. El Paso Community College

Transcription

1 1 Concept Maps Compared to Traditional Outlines on Retention of Class Material as Measured by Exam Performance Shanan Valles El Paso Community College

2 2 Abstract This paper attempts to evaluate the retention of class material, as measured by performance on exams, when using concept maps compared to traditional outlines. The study was conducted over two semesters with 74 community college students. The participants were instructed to complete traditional outlines prior to exam 1 and then were given the option to switch to concept maps (Group 1) or stay with traditional outlines (Group 2) prior to exam 2. The students in Group 1 significantly improved their exam scores when they switched to concept maps. These students performed equally well compared to the students in Group 2 on exam 2. Students completing concept maps improved exam performance. Introduction It has long been the struggle of a teacher to have students retain class material. The active learning literature is abundant with teaching techniques evaluating the best practices for the remembering of course information, while the literature in Psychology is equally abundant with tips for improving one s memory. When evaluating ways to improve memory it has been well established that the use of context cues, imagery and personal connections are highly suggested methods. A technique to have students write, draw, take ownership of material and make connections should prove to be most beneficial in retaining course material. One method, a concept map, should satisfy this goal. A concept map, also known as a knowledge map or a mind map, is a visual representation of information that is arranged hierarchically with nodes representing concepts and links demonstrating the relationship between the concepts (Novak, 1998; Berry & Chew, 2008). A concept map allows for students to arrange study material spatially with color and imagery. The process of creating a concept map employs several of the aforementioned methods shown to enhance memory. With the use of color, imagery and personalization, it is believed that concept maps will provide additional retrieval cues that facilitate the recall of information (Verdi & Johnson, 1997; Hall & Sidio Hall, 1994; Farrand, Hussain & Hennesy, 2002). It is the basis of this research that the students will make personal connections while generating the concept maps, thus enhancing understanding of the information. Research shows that students recall more central ideas and are better at summarizing information when they learn from a concept map (Chang et al, 2002). Creating concept maps allows for students to actively explore the course information and understand the relationship among concepts (Jacobs Lawson & Hershey, 2002). Research has also shown that students with low verbal ability and low prior knowledge benefit the most from a concept map (O Donnell, Dansereau, & Hall, 2002; Gurlitt & Renkl, 2008).

3 3 Based on the literature, it is hypothesized that the students in Introduction to Psychology will benefit from utilizing concept maps as a method of study for exams. The purpose of this study was to evaluate the effectiveness of Concept Maps compared to Traditional Outlines on retention of course material as determined by performance on exams. Method Participants The participants were 74 Introductory Psychology students at El Paso Community College. The students were enrolled in one of four classes, two offered in the Spring semester and two offered in the Fall semester. The volunteers consisted of 44 females (59.46%) and 30 males (40.54%). Thirty seven students participated in the Fall semester and 37 volunteered during the Spring semester. Design The study took place over the first 8 weeks of a standard 16 week semester. All students were instructed to complete Traditional Outlines of course material as a homework assignment and method for study for Exam 1, which was administered 4 weeks into the course. Then, the students were given the choice to complete a Concept Map, Group 1 (n = 32) or Traditional Outline, Group 2 (n = 42) as a homework assignment and method for study to prepare for Exam 2, which was approximately 8 weeks into the course. Students did self select into either of the two groups. Procedures All participants had access to lecture, class discussions, lecture power point slides, course textbook and a review guide for the exam. Exams consisted of approximately 40 multiple choice questions. Shortly after exam 1 was administered, students were given a presentation on concept maps, which included the rationale for and the process to generate a concept map. Exam grades, defined as mean percent correct, were recorded and examined for differences among the two groups. Results A repeated measures t test was performed to evaluate the mean difference of exam grades for students in Group 1, where students completed Traditional Outlines prior to Exam 1(M=73.9, SD=16.5) and Concept Maps prior to Exam 2 (M=82.4, SD=15.03); the results yielded a significant difference among the means p = Group 1 (M=73.9, SD=16.5) scored significantly lower than Group 2 (M=81.9, SD=15.64) on Exam 1, an independent samples t test was performed to evaluate the difference between the means p

4 4 =.037. An independent samples t test was used to measure the difference between the means of Group 1, (M=82.4, SD=15.03) and Group 2 (M=82.2, SD=12.94) on Exam 2; the results were not significant p=.953. A repeated measures t test was performed to analyze the difference in exam performance of Group 2 on Exam 1 (M=81.9, SD=15.64) and Exam 2 (M=82.2, SD=12.94); these results were not significantly different p =.885. Exam Performance Exam 1 Exam 2 Group n M SD M SD

5 5 Discussion There was a significant difference in exam performance on exam 1 compared to exam 2 for Group 1. The students that switched from traditional outlines to concept maps significantly increased their mean percent correct on exam 2. For the students in Group 2, there was not a significant difference between their exam scores, their performance essentially stayed the same. A significant difference was found among the two groups on Exam 1, the students in Group 1, who opted to switch to concept maps, scored significantly lower on exam 1 compared to the students in Group 2, those that opted to stay with traditional outlines. There was no significant difference between the means when comparing exam 2 scores between the two groups, showing evidence that the students in Group 1 improved their exam performance equal to that of Group 2. It is interesting to note that the scores on Exam 1 were significantly lower for the students in Group 1, those who selected to switch to the Concept Maps, compared to the students in Group 2, those who chose to stay with Traditional Outlines. These students may have selected to switch for a couple of reasons. 1) They may have been hoping to improve their scores and sought any means possible to do so. 2) These students may have not been comfortable with outlines to begin with or were taught concept maps in earlier education. 3) They may have low verbal ability. 4) It is possible they may have low prior knowledge of Psychology. In addition, the students in Group 2 may have performed better due to higher verbal abilities in English, Psychology or had more knowledge and comfort with traditional outlines. Whatever, the reason was for the poor performance on exam 1, the students who switched to concept maps as a method of study performed equally as well as the students in the traditional outlines group on exam 2.

6 6 Consideration must be taken with the self selection into the groups. The design method allowing for self selection was purposeful in order to allow students to choose the method of study most comfortable to them. The overall purpose of education is to have students retain the information presented, so the method which would allow for this was employed. Limitations to the present study are the limited number of participants as well as the lack of evaluation of long term retention of material. Future research may want to take into consideration English proficiency and the benefit that concept maps may have with students struggling with English as a second language. In addition, to follow up with Chang et al (2002) future research may look into the differences of map correction, generation and map scaffolding and the effects with English language learners.

7 7 References Alexander, L., Frankieicz, R.G. & Williams, R.E. (1979). Facilitation of learning and retention of oral instruction using advance and post organizers. Journal of Educational Psychology, 71, Berry, J.W. & Chew, S.L. ( 2008). Improving Learning Through Interventions of Student Generated Questions and Concept Maps. Teaching of Psychology, 35, Chang, K.E., Sung, Y.T., & Chen, I.D. (2002). The Effect of Concept Mapping to Enhance Text Comprehension and Summarization, The Journal of Experimental Education, 71(1), Ferrand, Paul, Hussain, Fearzana & Hennesy, Enid. (2002). The efficacy of the mind map study technique. Medical Education, 36, Gurlitt, J. & Renkl, A. (2008). Are high coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. Journal of Computer Assisted Learning, 24, Hall, R.H. & Sidio Hall, M.A. (1994). The Effect of Color Enhancement on Knowledge Map Processing. Journal of Experimental Education, 62(3), Hay, D.B. (2007). Using Concept Maps to Measure Deep, Surface and Non Learning Outcomes. Studies in Higher Education, 32(1), Jacobs Lawson, J.M. & Hershey, D.A. (2002). Concept Maps As an Assessment Tool in Psychology Courses. Teaching of Psychology, 29(1), Novak, J.D. (1998). Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ:Lawrence Erlbaum Associates, Inc. O Donnell, Angela M., Dansereau, Donald E. & Hall, Richard H. (2002). Knowledge Maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), Verdi, Michael P. & Johnson, Janet T. (1997). Organized spatial displays and texts: Effects of presentation order and display type on learning outcomes. Journal of Experimental Education, 65(4),