Concept Mapping: as a Tool for Problem Based Learning on Students Problem Solving Skills, Metacognitive Awareness, and Self-directed Learning
Phase: NA
Conditions: Educational Problems, Problem;Learning
Sponsor: Alexandria University

Concept Mapping: as a Tool for Problem Based Learning on Students 
Problem Solving skills, Metacognitive Awareness, and Self-directed 
Learning 
IRB0001260 
Registration date: 18-1-2024 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
This study delves into the utilization of concept mapping as a strategic tool within 
problem-based 
learning 
(PBL) 
to 
enhance 
students' 
problem-solving 
skills, 
metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual 
representation of knowledge structures, is explored as a means to cultivate and refine 
students' problem-solving capabilities, preparing them for challenges in various 
domains. Additionally, the research investigates how concept mapping within a PBL 
context promotes metacognitive awareness, helping students become more conscious of 
their learning strategies and enabling them to identify gaps in understanding. Moreover, 
the study explores the role of concept mapping in empowering self-directed learning, 
fostering autonomy and a deeper sense of ownership over students' educational journeys. 
The insights gained from this research not only inform instructional design practices, 
providing evidence-based strategies for enhancing problem-based learning through 
concept mapping but also contribute to the broader educational research discourse, 
offering valuable perspectives on effective teaching and learning strategies. 
The aim of the study 
        The present study aimed to evaluate the utility of concept mapping as a learning 
tool for problem solving.  As well, examine the effect of using concept mapping as a 
tool for problem based learning on students’ Metacognitive Awareness, problem solving 
skills, , and self -directed learning at Zagazig Faculty of Nursing. 
Research hypotheses: 
1. There is a difference in students ' metacognitive awareness skills regarding using 
concept map as a tool before and after implementation of the educational 
program.  
2. There is a difference in students ' problem solving skills regarding using concept 
map as a tool before and after implementation of the educational program. 
3. There is a difference in students ' self -directed learning regarding using concept 
map as a tool before and after implementation of the educational program. 
4. Relationship between scores of students ' metacognitive awareness skills, 
problem solving skills, and self -directed learning before and after participation 
in the educational program. 
5. To estimate student perception regarding effectiveness of concept mapping as a 
learning tool after implementation of program. 
Research design: 
A 
quasi-experimental 
design 
was 
used 
for 
this 
study. 
Study setting:  

This 
study 
was 
conducted 
at 
Faculty 
of 
Nursing, 
Zagazig 
University, 
Egypt, 
which 
included 
seven 
scientific 
departments 
namely; 
Nursing 
Administration, 
Psychiatric 
and 
Mental 
Health 
Nursing, 
Pediatric 
Nursing, 
Community 
Health 
Nursing, 
Maternal 
and 
New 
Born 
Health 
Nursing, 
Medical 
Surgical 
Nursing, 
and 
Geriatric 
Nursing. 
These 
departments 
aimed 
to 
prepare 
highly 
qualified 
nursing 
students 
able 
to 
compete 
nationally 
and 
internationally and providing high quality of nursing care.  
Subjects: The following subjects were included:  
The subject of the study included fourth year nursing students who enrolled in 
second semester nursing administration course in the academic year 2023-2024 for 
experimental group. Group was chosen using simple random sample.  
Sample Size:  
The ideal sample size was estimated at confidence interval 95%, margin of errors 
5.0%, the required sample size was 70 nursing students.  
Tools of data collection: 
A 
questionnaire 
sheet 
used 
to 
collect 
data 
for 
this 
study 
and composed of six parts:  
Part 1: personal data such as gender, age, marital status, previous work experience. 
Part (2): Cases of Problem Solving (Scenarios)    
Scenarios (NO. 6) were developed by the researcher based on related literature and 
about actual or potential problems related to the managerial skills in the clinical setting.  
Part (3): Metacognitive Awareness of Reading Strategies Inventory (MARSI): that was 
developed by Richard & Mokhtari [2002] (11) to measure students’ metacognitive 
awareness of reading strategies in 3 scales; general reading strategies (13 items), 
problem-solving strategies (8 items) and strategies to support the study (9 items). All 
responses are based on a 5-item Likert scale. The reliability has determined 0.995 by 
Cronbach's alpha coefficient.  
Scoring system: 
The scores were categorized into satisfactory level (students who scored ≥ 75% on 
metacognitive awareness based questions) and poor unsatisfactory level (students who 
scored <75% on metacognitive awareness based questions). 
 Part (4): The problem solving inventory: was developed by Heppner, 1988) is 
composed of 28 self-report items assessed on a 5-point Likert scale that are designed to 

measure people’s perceptions of their problem-solving abilities. Responses to the items 
range from 1 (strongly disagree) to 5 (strongly agree), and the total score ranges from 28 
to 140 
Part (5): Self -directed learning- Scale: Self-directed learning skills sheet was used to 
measure the skills of self-learning which developed by Sukseemuang (2009). It was used 
to measure the skills of self-learning. It consisted of 10 skill areas that involve the ability 
to manage learning tasks without having them directed by others. Scored by 4 likert type 
items as follow : DK: do not have or are not able to use the skill listed(1) ; LO have a 
low ability to use the listed skills(2); MD have a medium ability to use the listed 
skills(3); and HI developed experiences and activities to the listed skills(4).  
Scoring system: 
Scoring system represent self -directed learning skills of student ranging from poor 
<50%, average 50-75, and good >75% (Obied et al, 2013). 
Part (6):  This part was developed by researcher to measure perception of 
students regarding effectiveness of concept mapping activity  after implementation of 
program on 4 Likert scale: (4) strongly agree, (3) agree, (2) neutral, and (1) disagree. 
Field Work:  
This study was executed in 3 months from beginning of February, 2023 till 
beginning of May, 2023. Students were classified into two groups’ experimental group 
and control group. Each group was assigned a set of topics covered during lectures. This 
was followed by a multiple choice question (MCQ) based pretest. Questions for pretest 
were analytical and reasoning based. With the aid of group facilitator, students practiced 
map construction to acquaint themselves with this technique for a period of three weeks. 
The facilitator guided them on structural organization and integration of concepts.  
Four PBL sessions for two hours per week were conducted, where in each group 
was handed over a scenario accompanied by questions based on specific learning 
objectives outlined by senior faculty members. Students of each group reviewed the 
scenario and searched for answers using multiple resources .Concept maps based on 
these scenarios were constructed individually by each student on paper, analyzed by 
multiple group discussions which took place twice to three a week. The facilitator 
coordinated all activities.  
At the end of four weeks, one map was finalized by each group and students then 
designed charts based on these maps. Concept maps Charts had been designed on case 
scenarios. Evaluation of the charts was done by senior faculty members, taking into 
consideration eleven items. The structured grading rubric was adapted from the one 
advocated by Novak and Gowin (1984) (9). Feedback on the quality, structural 
organization and integration of concepts was given immediately after the presentation. 
Perception of students regarding effectiveness of Concept maps was taken through a pre 

validated questionnaire consisting of open ended questions and close ended questions. A 
post test for all the respective groups was taken at the end of this activity.  
Study design sequence: 
 
Pilot Study:  
A pilot study was carried out on 7 students (10% of the study sample) to check the 
clarity 
of 
the 
tools 
and 
to 
estimate 
the 
time 
needed 
to 
fill 
in 
the 
questionnaire 
sheets 
by 
each 
participant. 
Required 
modifications 
were 
done 
and 
the 
subjects 
who 
participated 
in 
the 
pilot 
study 
were 
excluded from the main study sample. 
Content Validity:  
Data were collected using a self-administered questionnaire, after the translation of the 
instrument to Arabic. The content and face validity were established by a jury of experts 
(7 professors & assistant professors) from academic nursing staff, Zagazig, El-Fayoum 

and Ain-Shams Universities. According to their opinions, all necessary modifications 
were done. 
Administrative and Ethical Consideration:  
Approval 
to 
conduct 
the 
study 
was 
obtained 
from 
the 
dean of Faculty of Nursing and ethical committee after explaining the aim of the study. 
The 
students 
were 
informed 
that 
their 
participation 
in 
the 
study 
is 
completely 
voluntary 
and 
the 
cover 
letter 
introducing 
the 
study 
addressed 
the 
confidentiality 
of 
the 
participants. 
Consent 
was 
established 
with 
the 
completion 
of the questionnaires.  
Statistical Analysis:  
Data 
entry 
and 
statistical 
analysis 
were 
done 
using 
the 
Statistical 
Package 
for 
Social 
Science 
(SPSS), 
version 
20.0. 
The 
cleaning 
of 
data 
was 
done 
to 
be 
sure 
that 
there 
was 
no 
missing 
or 
abnormal 
data. 
Data 
were 
presented 
using 
descriptive 
statistics 
in 
the 
form 
of 
frequencies 
and 
percentages 
for 
categorical 
variables, 
and 
means 
and 
standard 
deviations 
for 
continuous 
variables. 
Pearson 
correlation analysis was used for assessment of the interrelationships between total scale 
scores. 
Multiple 
Linear 
inner 
regression 
analysis 
was 
used 
to 
assess 
the 
mediation 
effect. 
1. Heppner, P. P. (1988). The Problem-Solving Inventory. Palo Alto, CA: Consulting 
Psychologist Press. 
2. Sherer M, Maddux JE, Mercandante B, Prentice-Dunn S, Jacobs B, Rogers RW. The 
self-efficacy scale: Construction and validation. Psychol Rep. 1982; 51 (2):663-71. 
3. Mokhtari K, Reichard CA. Assessing students' metacognitive awareness of reading 
strategies. J Educ Psychol. 2002; 94 (2):249-59. 
4. Obied, H., Shabaan, F., Shalaby, H. and Gadiry, S. (2013): Application of Designed 
Orientation Program for Nurse Interns Based on Learning Needs Assessment. 
Journal of American Science 2013; 9 (3). 
5. Sukseemuang, P. (2009).Self directness and academic success of students enrolling 
in hybrid and traditional courses. A dissertation of education, UMI Number: 
3372197, pp: 155-159.