The Effectiveness of Concept Mapping Teaching Strategy on Geography fro Seventh Grade Students
Date Issued
2008
Date
2008
Author(s)
Chuo, Fang-Ken
Abstract
This study is aimed at exploring the influence of concept mapping teaching strategy on geography instruction. Besides, it also explored if there is any interaction between different teaching strategies and students’ gender differences, or between different teaching strategies and spatial ability. Based on research result, several suggestions were made to the teaching and future research. This research adopts an experimental approach. Two classes of Sin Jhuang junior high school were chosen and divided as experimental group and controlled group. The experimental group adopted concept mapping method once a week for consecutively five weeks and the controlled group received traditional method. The experiment data were analyzed using t-test, two-way ANOVA with group, gender and spatial ability as the independent variables, while the post-test of the geography achievement, the second post-test of the retention as the dependent variable, the average of four mid-term exams as covariate. Questionnaire survey was conducted to examine the experimental group’s view of receiving concept mapping in geography class. The results of this study include: 1).the experimental group taking concept mapping strategy has better achievement and better retention than the controlled group, similar difference appear receiving traditional method; 2). In terms of geography achievement and retention, there are no interaction between teaching strategy and gender differences; 3). In terms of geography achievement and retention, there are no interaction between teaching strategy and spatial ability differences; 4). The students are positive on using of concept mapping in geography learning.
Subjects
concept mapping
teaching geography
academic achievement
Type
thesis
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