THE EFFECT OF USING COMPUTER CONCEPTUAL MAPS IN INCREASING LEARNING, RECALLING AND EDUCATIONAL PROGRESS MOTIVATION AMONG STUDENTS

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PAYAP DELSHAD; MAHDIZADEH HOSSEIN; ESLAMPANAH MARYAM

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Journal: INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATIONAL SCIENCES Year:2012 | Volume:2 | Issue:2 (6) Page(s): 115-139

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Information Journal Paper

Title

THE EFFECT OF USING COMPUTER CONCEPTUAL MAPS IN INCREASING LEARNING, RECALLING AND EDUCATIONAL PROGRESS MOTIVATION AMONG STUDENTS

Author(s)

PAYAP DELSHAD | MAHDIZADEH HOSSEIN | ESLAMPANAH MARYAM | Issue Writer Certificate

Keywords

COMPUTER CONCEPTUAL MAPSQ2

CONCEPTUAL MAP DRAWING SOFTWARESQ2

CMAPQ2

MIND MAPQ2

GEOLOGYQ3

Abstract

The goal of this study was to investigate the effect of using COMPUTER CONCEPTUAL MAPS, compared with usual way of drawing them by pencil and paper, in increasing learning, recalling and educational progress motivation in GEOLOGY course among high school students. The study was conducted in semi experimental method in which students of 3 classes were classified in 3 groups. (Group 1: common pencil and paper conceptual maps, group 2: COMPUTER CONCEPTUAL MAPS using CMAP software, and group 3: COMPUTER CONCEPTUAL MAPS using MIND MAP software). First of all, pre-test and educational progress motivation test were conducted. After training, post test and educational progress motivation test were conducted. Three weeks later, second post test was also conducted. Test reliability was estimated 0.79. Results were analyzed statistically using one way Variance, Shefe determining test and Co-Variance analysis. Based on findings, it can be said that conceptual mapping using CMAP software in all dependent variables of the study, except educational progress motivation, did well compared to other methods in such a way that it had superiority over other two methods by having effective coefficient of 44 percent. Paper - pencil method did well compared to using MIND MAP software. Drawing conceptual maps using CMAP software having effective coefficient of 64 percent, had the most impact on students’ learning. After it, paper - pencil conceptual drawing and using MIND MAP software had the least impact on students’ learning. There was no significant difference among groups as far as educational progress motivation is concerned.

Cites

A COMPRATIVE STUDY OF THE EFFECTIVENESS OF NETWORK PRESENTATION VS. LINEAR PRESENTATION OF COURSE CONTENT ON COGNITIVE OUTPUTS

References

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APA: Copy

PAYAP, DELSHAD, MAHDIZADEH, HOSSEIN, & ESLAMPANAH, MARYAM. (2012). THE EFFECT OF USING COMPUTER CONCEPTUAL MAPS IN INCREASING LEARNING, RECALLING AND EDUCATIONAL PROGRESS MOTIVATION AMONG STUDENTS. INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATIONAL SCIENCES, 2(2 (6)), 115-139. SID. https://sid.ir/paper/175353/en

Vancouver: Copy

PAYAP DELSHAD, MAHDIZADEH HOSSEIN, ESLAMPANAH MARYAM. THE EFFECT OF USING COMPUTER CONCEPTUAL MAPS IN INCREASING LEARNING, RECALLING AND EDUCATIONAL PROGRESS MOTIVATION AMONG STUDENTS. INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATIONAL SCIENCES[Internet]. 2012;2(2 (6)):115-139. Available from: https://sid.ir/paper/175353/en

IEEE: Copy

DELSHAD PAYAP, HOSSEIN MAHDIZADEH, and MARYAM ESLAMPANAH, “THE EFFECT OF USING COMPUTER CONCEPTUAL MAPS IN INCREASING LEARNING, RECALLING AND EDUCATIONAL PROGRESS MOTIVATION AMONG STUDENTS,” INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATIONAL SCIENCES, vol. 2, no. 2 (6), pp. 115–139, 2012, [Online]. Available: https://sid.ir/paper/175353/en

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