K. D. F. ALKAHTANI
Table 5.
Students’ classifications based on their performance on the post-con-
cept map and the ARRP final scores.
Examples of student perfo rmance
(post-interve nti on s c ore s)
Group No. of
students Student Post-map ARRP Students’ Comments
A 18 S. A. 88 95 Maps were used
to understand information.
B 6 N. A. 63 78 Maps were used
to remember information.
C 5 B. H. 65 96 Maps were use d to
summarize in f o rmation.
more concrete research proposals. They also created more
complex concept maps and their scores on SDLRS were in-
creased. Findings from analyzing qualitative data suggest that
using concept mapping assist and motivate students to generate
more concepts and assimilate the previous knowledge with
newly generated concepts. This conclusion backed by Novak
and Canas argument that “while at first glance concept maps
may appear to be just another graphic representation of infor-
mation, understanding the foundations for this tool and its
proper use will lead the user to see that this is truly a profound
and powerful tool” (2006: p. 31). I also believe that using con-
cept mapping develop tendencies for self-directed learning
among my students. However, results should be interpreted
with caution due to limitations pertaining to the design and
participants. Further research should be conducted to imple-
ment concept mapping in higher education as I believe this
approach aid learners and teachers in reshaping their knowledge
in progress and meaningful ways. Finally, not only the results,
but the whole experience I had during this study as a teacher-
action researcher has taught me to value meaningful education
more.
Acknowledgements
I would like to thank the Deanship of Scientific Research at
King Saud University for supporting this research financially.
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