Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension

Document Type : Research Paper

Authors

1 Student of psychology (Ph. D), university of Alame Tabatabaie

2 Professor of psychology, university of Alame Tabatabaie

3 Associated professor of psychology, university of Alame Tabatabaie

4 Associated professor of psychology, university of Alame

d-2-3-92-7-7

Abstract

The purpose of this study was to compare the effectiveness of methods of
presentation of concept maps and methods of concept mapping on reading
comprehension. The subjects consisted of 66 third-year high school students
(33 female, 33 male), who were selected randomly by multistage sampling
method. Participants were randomly assigned to three treatment groups and
one control group. The research instruments were: 1) experimental texts,
2) comprehension test, 3) Camp Tools software, and 4) teacher-generated
concept maps. The treatment groups included computer-based
concept mapping, paper-pencil concept mapping, and reading text with
prepared concept maps. The control group for the study did not
receive any concept map. The results of this study indicated that
presentation of per-prepared concept maps significantly improved
comprehension, compared to the map generation and control group. But the
difference between paper-pencil and computer-based concept mapping
compared to the control groups were not statistically significant. Based on
the research results, it is suggested that the best way to use concept maps is
teacher-generated concept maps with texts.

Keywords


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