The Effect of Teaching Concept Map Drawing on Self-Regulation, Retention, and Comprehension in Sixth-Grade Science
Keywords:
Concept map, self-regulation, retention, comprehension, sixth-grade scienceAbstract
This study aimed to examine the effectiveness of teaching concept map drawing on self-regulation, retention, and comprehension of science concepts among sixth-grade female students. This quasi-experimental research employed a pretest-posttest design with a control group. The statistical population included all sixth-grade female students in Marand City during the 2024–2025 academic year. Fifty students were selected through convenience sampling and randomly assigned to experimental and control groups (25 each). The experimental group received eight sessions of concept map training based on a validated instructional package, while the control group received traditional classroom instruction. Data were collected using the Bouffard Self-Regulation Questionnaire (1995) and teacher-made tests of retention and comprehension. Data analysis was conducted using multivariate analysis of covariance (MANCOVA) via SPSS-27 software. The results indicated that concept map instruction had a significant effect on self-regulation (F=5.505, p=0.023, η²=0.109), retention (F=62.252, p<0.001, η²=0.580), and comprehension (F=50.054, p<0.001, η²=0.640). Students in the experimental group outperformed the control group in all posttest variables. The Wilks’ Lambda test (λ=0.195, F=43.241, p<0.001, η²=0.751) confirmed the overall multivariate effect of concept map training on dependent variables. Teaching through concept map drawing significantly improved students’ self-regulation, retention, and comprehension in science learning. The visual and structural organization of concepts promoted meaningful learning and cognitive engagement. It is recommended that science teachers integrate concept mapping as an active learning strategy to enhance conceptual understanding and self-directed learning.
Downloads
References
Alt, D., & Naamati-Schneider, L. (2021). Health management students' selfregulation and digital concept mapping in online learning environments. BMC Medical Education. https://doi.org/10.1186/s12909-021-02542-w
Anastasiou, D., Wirngo, C. N., & Bagos, P. (2024). The effectiveness of concept maps on students' achievement in science: A meta-analysis. Educational psychology review, 36, 39. https://doi.org/10.1007/s10648-024-09900-2
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objective. Longman. https://books.google.com/books/about/A_Taxonomy_for_Learning_Teaching_and_Ass.html?id=EMQlAQAAIAAJ
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view. Holt, Rinehart and Winston. https://books.google.com/books/about/Educational_Psychology.html?id=17cdAAAAMAAJ
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay. https://books.google.com/books/about/Taxonomy_of_Educational_Objectives.html?id=hos6AAAAIAAJ
Cheng, X. (2024). Concept Map-Assisted Learning: An Effective Strategy for Building Knowledge Structures. Science Insights Education Frontiers, 21(2), 3375-3377. https://doi.org/10.15354/sief.24.co280
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823
Chiu, M. C., & Hwang, G. J. (2024). Enhancing students' critical thinking and creative thinking: An integrated mind mapping and robot-based learning approach. Education and Information Technologies, 29, 22779-22812. https://doi.org/10.1007/s10639-024-12752-6
Daley, B. J., & Torre, D. M. (2010). Concept maps in medical education: An analytical literature review. Medical Education, 44(5), 440-448. https://doi.org/10.1111/j.1365-2923.2010.03628.x
Disch, L., Fessl, A., Franz, S., Kimmerle, J., & Pammer-Schindler, V. (2023). Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built- up Concept Maps Alongside a Scientific Text. International Journal of Human-Computer Interaction, 40(24), 8764-8780. https://doi.org/10.1080/10447318.2023.2289296
Eshuis, E. H., ter Vrugte, J., & de Jong, T. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition and Learning, 17(3), 691-713. https://doi.org/10.1007/s11409-022-09299-7
Fang, J. W., He, L., Hwang, G. J., Zhu, X., Bian, C. N., & Fu, Q. K. (2022). A concept mapping-based self-regulated learning approach to promoting students' learning achievement and self-regulation in STEM activities. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2061013
Fisher, O., & Oyserman, D. (2017). Assessing interpretations of experienced ease and difficulty as motivational constructs. Motivation Science, 3(2), 133-163. https://doi.org/10.1037/mot0000055
Frazier, L. D., Schwartz, B. L., & Metcalfe, J. (2021). The MAPS model of self-regulation: Integrating metacognition, agency, and possible selves. Metacognition and Learning, 16, 297-318. https://doi.org/10.1007/s11409-020-09255-3
Gomes, A. P., Dias-Colho, U. C., Covalheiro, P. O., & Batista, R. S. (2011). The Role of Maps in the Medical Education. Revista Brasileira de Educação Médica, 35(2), 275-282. https://doi.org/10.1590/S0100-55022011000200018
Hartmeyer, R., Stevenson, M. P., & Bentsen, P. (2018). A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assessment in Education: Principles, Policy and Practice, 25(6), 598-619. https://doi.org/10.1080/0969594X.2017.1377685
Heidari Moghadam, S., Behjati Ardakani, F., & Nazemi Ardakani, B. (2016). An analysis of the sixth-grade elementary science textbook based on Bloom's cognitive domain content analysis method. First National Conference on Innovations in Education in Iran's Educational System, Tehran. https://en.civilica.com/doc/646460/
Horowitz, E., Oyserman, D., Dehghani, M., & Sorensen, N. (2020). Do you need a roadmaps or can someone give you directions: When school-focused possible identities change so do academic trajectories? Journal of adolescence, 79, 26-38. https://doi.org/10.1016/j.adolescence.2019.12.013
Jena, A. K. (2012). Does constructivist approach applicable through concept maps to achieve meaningful learning in Science? Asia-Pacific Forum on Science Learning and Teaching, 13(1), 1-23. https://www.researchgate.net/publication/235640283_Does_constructivist_approach_applicable_through_concept_maps_to_achieve_meaningful_learning_in_Science
Jin, H. Y. (2022). Concept Mapping as an Assessment Tool for Conceptual Understanding in Mathematics. https://doi.org/10.4324/9781003269373
Karami, A., & BabaMoradi, A. (2015). The effect of concept mapping teaching method on students' self-regulation and academic self-concept. Research at Allameh Tabatabaei University. https://pma.cfu.ac.ir/article_560.html?lang=en
Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: benefits and challenges in higher education. Journal of Continuing Higher Education, 68(1), 38-53. https://doi.org/10.1080/07377363.2020.1712579
Meidiana, L. M., & Pertiwi, K. R. (2024). A Combination of Problem Based Learning and Concept Mapping Significantly Increases Science Literacy and Discussion Skills of Senior High School Student. Jurnal Penelitian Pendidikan Ipa, 10(5), 2407-2415. https://doi.org/10.29303/jppipa.v10i5.7051
Mesrabadi, J., & Alilu, A. (2015). The effectiveness of concept map on memorization, understanding and application of empirical science concepts. Quarterly Journal of Educational Psychology, 12(40), 151-171. https://jep.atu.ac.ir/article_5564.html
Mesrabadi, J., Hosseini Nasab, D., Fathi Azar, E., & Moghadam, M. (2007). The effectiveness of teaching-learning strategy of concept map on cognitive-emotional outcomes in learning biology. Quarterly Scientific-Research Journal of Psychology, University of Tabriz, 2(8), 109-132. https://sid.ir/paper/120432/en
Murphy, L., Schoenbach, R., & Greenleaf, C. (2023). Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. Wiley. https://books.google.com/books/about/Reading_for_Understanding.html?id=9LBemco4rO0C
Na Ta, N., & Razali, A. B. (2023). Concept mapping for improving reading comprehension in second language education: A systematic review. International Journal of Learning, Teaching and Educational Research, 22(8), 287-300. https://doi.org/10.26803/ijlter.22.8.16
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A metaanalysis. Review of Educational Research, 76(3), 413-448. https://doi.org/10.3102/00346543076003413
Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19, 29-52. https://doi.org/10.1007/BF00377984
Novak, J. D. (1995). Concept mapping: A strategy for organizing knowledge. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 229-245). Lawrence Erlbaum Associates. https://psycnet.apa.org/record/1995-98680-010
Novak, J. D., & Cañas, A. J. (2008a). The theory underlying concept maps and how to construct and use them. https://cmap.ihmc.us/docs/theory-of-concept-maps
Novak, J. D., & Cañas, A. J. (2008b). The theory underlying concept maps and how to construct them. Florida Institute for Human and Machine Cognition. https://www.researchgate.net/publication/215439441_The_Theory_Underlying_Concept_Maps_and_How_to_Construct_Them
Novak, J. D., & Gowin, D. B. (2015). Learning how to learn. Cambridge University Press. https://books.google.com/books/about/Learning_How_to_Learn.html?id=8jkBcSDQPXcC
Nurlia, A., Masganti, S., & Reflina. (2023). The Influence Of Concept Map And Mind Mapping On Students' Concept Understanding And Mathematical Reasoning Ability. Jurnal Ilmu Pendidikan dan Pembelajaran, 2(2), 97-109. https://doi.org/10.58432/mahir.v2i2.873
Pavani, A. M. B., Temporão, G. P., & Calliari, F. (2020). Concept Maps and Self-Regulated Learning: an Exploratory Study. Global Engineering Education Conference, https://doi.org/10.1109/EDUCON45650.2020.9125399
Pintrich, P. R. (2000). The role of goal orientation in selfregulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Rezaei, S., Marzban, H., & Safari, F. (2022). Studying the effectiveness of education and teaching models. First international congress and exhibition of modern industry and market, Kish Island. https://civilica.com/doc/1676795/
Rugh, M. S., Capraro, M. M., & Capraro, R. M. (2023). Improving self-efficacy with automatically generated interactive concept maps: DIME maps. The Electronic Journal of E-Learning, 21(3), 141-157. https://doi.org/10.34190/ejel.21.3.2765
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125. https://doi.org/10.1023/A:1003044231033
Schuster, P. M. (2002). Concept mapping: A critical thinking approach to care planning. F.A. Davis. https://books.google.com/books/about/Concept_Mapping.html?id=drZXYgEACAAJ
Tahmasebi, P. (2023). The effectiveness of using concept maps as a measurement tool on learning science lessons and exam anxiety of sixth grade elementary school students Arak University]. https://rd.araku.ac.ir/_Pages/Research.aspx?Id=50128
Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M. A. (2005). Using Concept Maps in the Science Classroom. Science Scope, 28(8), 27-31. https://www.researchgate.net/publication/234617838_Using_Concept_Maps_in_the_Science_Classroom
Wang, X. M., Wang, J. L., Xu, S. Y., & Xu, S. J. (2025). Concept mapping in STEM education: A meta-analysis of its impact on students' achievement (2004-2023). International Journal of Stem Education, 12, 30. https://doi.org/10.1186/s40594-025-00554-2
Welter, V. D. E., Becker, L. B., & Großschedl, J. (2022). Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained ConceptMapping-Strategy Use on Metacognitive Regulation in Learning. Education Sciences, 12(5), 325. https://doi.org/10.3390/educsci12050325
Zhang, S. X. (2020). Unprecedented disruption of lives and work: Health, distress and life satisfaction of working adults in China one month into the COVID-19 outbreak. Psychiatry research, 288, 112958. https://doi.org/10.1016/j.psychres.2020.112958
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer. https://doi.org/10.1007/978-1-4612-3618-4
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 رباب میراثی (نویسنده); جواد مصرآبادی (نویسنده مسئول); علینقی اقدسی (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
