EFFECTS OF SEQUENCING SUPPLANTED CONCEPT MAPS AND GENERATING CONCEPT MAPS ON RECALL OF STRUCTURAL KNOWLEDGE PRESENTED IN A CAI LESSON FOR NURSING STUDENTS.
Contributors: University of Pittsburgh.
Published: 1994
Number of pages: 161
Subjects: Education, Curriculum and Instruction.; Education, Technology.; Health Sciences, Education.; Health Sciences, Nursing.
Description: Concept maps have enhanced learning in a variety of settings, with diverse populations, and more recently with computer based instruction. An important question for instructional designers is whether the concept map can successfully be used within computer based instruction, and, if so, what are the most effective ways in which to use this strategy to facilitate learning? This experimental study asked if nursing students' use of concept maps supplied by the computer, either in advance of the lesson or following the lesson, would effect learning outcomes. In addition, the study asked if generating a concept map would influence learning. Additional variables of academic achievement and prior knowledge were assessed.

Two measurements of achievement on posttests were collected--immediately following the computer assisted lesson and one month later. On the immediate posttest, subjects in the control group scored higher than subjects in the post system supplanted treatment and the generated treatment groups. No significant differences on delayed posttest performance were found across the groups, although the control group was the only group to demonstrate a decline in performance. Repeated measures analysis of variance indicated a movement in the direction of significance of this finding.

Subjects with high academic ability did not appear to benefit from the concept mapping strategy in any of the treatment modalities. Prior experience among the control group may have influenced performance on the immediate posttest, but did not demonstrate the same effect on the delayed posttest. The influence of prior knowledge remains a significant factor in learning.

The present study indicated that concept mapping within a CAI lesson can produce measurable gains in achievement. Replication of the study is needed to contribute to the research base for effective use of the concept mapping strategy in CAI design.
Notes: Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0079.

Thesis (ED.D.)--UNIVERSITY OF PITTSBURGH, 1994.

School code: 0178.