In the present experimental study, an attempt was made to study the effectiveness of the Concept Mapping Strategy In terms of Understanding Concepts of English Grammar. Concept mapping is the strategy employed to develop a concept map. It is a graphical tool for organizing and representing knowledge. Concept Maps include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line referred to as linking words or linking phrases, specify the relationship between the two concepts.
The most important characteristic of a concept map is that the concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below. The concept map may pertain to some situation or event that one is trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map. Another important characteristic of a concept map is the inclusion of cross-links. These are relationships or links between concepts in different segments or domains of the concept map.
For the present study, a Non-equivalent Control Group Design was employed. Sample of 81 students of class VIII studying in the academic year 2010-11 was selected, using a Random sampling technique for teaching selected concepts of English Grammar. The intact groups as existed in the schools were taken for experimentation. One of the groups was taught English grammar Concepts through the Concept Mapping Strategy the other group was taught the same concepts using the Lecture Method. The treatment continued for 17 days at a rate of 40 minutes per day. The data were analyzed using ANCOVA.
Table of Contents
1. Introduction
2. Concept Mapping
3. Method
3.1 Objective
3.2 Sample
3.3 Design
3.4 Tools
3.5 Procedure for Data Collection
4. Results
5. Implications
Research Objectives and Themes
This study aims to determine the effectiveness of using a Concept Mapping strategy versus traditional lecture methods for teaching English grammar concepts to eighth-grade students, specifically by analyzing academic performance while controlling for prior knowledge and intelligence.
- Comparison of instructional strategies (Concept Mapping vs. Lecture Method)
- Enhancement of student understanding in English grammar
- Impact of hierarchical knowledge organization on learning
- Evaluation of instructional tools for teaching complex linguistic concepts
- Role of prior knowledge and intelligence as covariates in educational performance
Excerpt from the Book
Concept Mapping
The Concept Mapping is the strategy employed to develop Concept Map. It is a graphical tool for organizing and representing knowledge. Concept Maps are diagrams that represent organized knowledge (Novak and Gowin, 1984) [11]. Concept Maps include concepts, usually enclosed in circles or boxes of some type, and the relationships between concepts are indicated by a connecting line, linking two concepts. Words on the line referred to as linking words or linking phrases, specify the relationship between the two concepts. Figure1.1 of Concept Map is drawn by Joseph D. Novak in his report “The Theory Underlying Concept Maps and How to Construct them” showing the key features of Concept Map.
Summary of Chapters
1. Introduction: Discusses the necessity for meaningful learning and how traditional passive teaching methods often fail to engage students effectively.
2. Concept Mapping: Defines concept mapping as a graphical knowledge-representation tool characterized by hierarchical structures and linking phrases.
3. Method: Describes the experimental design, including the sample of 81 eighth-grade students, the tools used for assessment, and the 17-day intervention procedure.
4. Results: Presents the statistical analysis using ANCOVA, demonstrating that students taught via the Concept Mapping strategy significantly outperformed those in the lecture-based control group.
5. Implications: Highlights the broad utility of concept mapping in education, suggesting its use as a pedagogical, diagnostic, and study tool for various educational stakeholders.
Keywords
Concept Mapping, English Grammar, Meaningful Learning, Instructional Strategy, Lecture Method, Experimental Study, Educational Psychology, Knowledge Representation, Cognitive Structure, Teaching Methodology, Academic Achievement, Classroom Instruction, Student Engagement, Pedagogical Tools, Learning Strategies
Frequently Asked Questions
What is the core focus of this research?
The study investigates whether the Concept Mapping strategy is more effective than traditional lecture methods in helping eighth-grade students understand English grammar.
What are the primary themes addressed?
The work explores instructional design, knowledge organization, meaningful learning, and the quantitative evaluation of teaching methods in a classroom setting.
What is the main objective of the study?
The objective is to compare the adjusted mean scores of students' understanding of grammar concepts after receiving different types of instruction, while controlling for their intelligence and prior knowledge.
Which scientific method was applied?
The author employed a non-equivalent control group experimental design, utilizing ANCOVA (Analysis of Covariance) to analyze the data collected from the student groups.
What is covered in the main body of the work?
The main body details the theoretical background of concept maps, the specific methodology of the experiment (including tools and procedures), the statistical results, and the practical implications for educators.
Which keywords best characterize this research?
Key terms include Concept Mapping, English Grammar, Meaningful Learning, Instructional Strategy, and Academic Achievement.
How was the student performance evaluated?
Performance was measured using a test of understanding English grammar developed specifically for this study, administered before and after the 17-day instructional period.
What role does the "Non-equivalent Control Group Design" play?
It allows the researcher to conduct an experimental study in a real-world school environment where intact, pre-existing student groups must be used rather than randomly assigned individual students.
- Arbeit zitieren
- Dr. Kiran Dammani (Autor:in), 2021, Effectiveness of Concept Mapping in Terms of Understanding Concepts of English Grammar, München, GRIN Verlag, https://www.grin.com/document/983509
