University of Mohaghegh Ardabili Journal of School Psychology 22520821 2 3 2013 09 23 Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension 125 143 75 d-2-3-92-7-7 FA A Saeedi Student of psychology (Ph. D), university of Alame Tabatabaie A.A Saif Professor of psychology, university of Alame Tabatabaie H Asadzadeh Associated professor of psychology, university of Alame Tabatabaie S Ebrahimi Qavam Associated professor of psychology, university of Alame Journal Article 2012 10 30 The purpose of this study was to compare the effectiveness of methods of<br />presentation of concept maps and methods of concept mapping on reading<br />comprehension. The subjects consisted of 66 third-year high school students<br />(33 female, 33 male), who were selected randomly by multistage sampling<br />method. Participants were randomly assigned to three treatment groups and<br />one control group. The research instruments were: 1) experimental texts,<br />2) comprehension test, 3) Camp Tools software, and 4) teacher-generated<br />concept maps. The treatment groups included computer-based<br />concept mapping, paper-pencil concept mapping, and reading text with<br />prepared concept maps. The control group for the study did not<br />receive any concept map. The results of this study indicated that<br />presentation of per-prepared concept maps significantly improved<br />comprehension, compared to the map generation and control group. But the<br />difference between paper-pencil and computer-based concept mapping<br />compared to the control groups were not statistically significant. Based on<br />the research results, it is suggested that the best way to use concept maps is<br />teacher-generated concept maps with texts. The purpose of this study was to compare the effectiveness of methods of<br />presentation of concept maps and methods of concept mapping on reading<br />comprehension. The subjects consisted of 66 third-year high school students<br />(33 female, 33 male), who were selected randomly by multistage sampling<br />method. Participants were randomly assigned to three treatment groups and<br />one control group. The research instruments were: 1) experimental texts,<br />2) comprehension test, 3) Camp Tools software, and 4) teacher-generated<br />concept maps. The treatment groups included computer-based<br />concept mapping, paper-pencil concept mapping, and reading text with<br />prepared concept maps. The control group for the study did not<br />receive any concept map. The results of this study indicated that<br />presentation of per-prepared concept maps significantly improved<br />comprehension, compared to the map generation and control group. But the<br />difference between paper-pencil and computer-based concept mapping<br />compared to the control groups were not statistically significant. Based on<br />the research results, it is suggested that the best way to use concept maps is<br />teacher-generated concept maps with texts. https://jsp.uma.ac.ir/article_75_d7f18d4e5d2c04407b0d67cc5514428a.pdf