Electronic learning- virtual
H. Mehdizadeh; M. Eslampanah; D. Payab
Abstract
Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control ...
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Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control group has been used at the study. Two classes of G11 grade students were randomly assigned to experimental and control groups. Participants in Experimental group were asked to create several concept-maps with use of C-map software on Geology topics and students in control group were asked to do the same with conventional (Paper & Pen) method of concept mapping. After performing pre-test, students in both groups were asked to create concept map diagrams for 6 sessions (2 hours length), and then immediately the first post-test and after three weeks the second post-test were performed to assess their immediate and long-term learning on geology concepts and topics. Three teacher-made tests each contain 25 questions were used to assess students’ learning. The cronbach alpha reliability coefficient was 0.79. Analysis of covariance and t-test were performed to analyze the data. Results revealed that the mean scores of both students’ immediate and long-term learning in experimental group were significantly higher than the control group. Considering Eta square coefficient indicates that implementing computer-assisted concept mapping in geology education can account for 33 percent of students’ immediate and 49 percent of their longterm learning. It can be concluded that computer-assisted mapping can improve students’ learning.
