The Effect of Concept Mapping on Academic Achievement and Self-Regulation of High Levels of Learning in Physics

Abstract

Introduction: We aimed to determine the effect of concept mapping on the academic achievement self-regulation of high levels of learning physics among third-year high school students.

Materials and Methods: In this study, the randomize cluster sampling method was used. The sample included all third-year high school students in Malayer. Of which 44 students were randomly assigned to two equal experimental and control groups. In the control group physic lesson was taught using the lecture method and in the experimental group the lesson was presented to students in the form of a concept map. The cognitive performance of the learners was measured through the achievement test and self-regulation was assessed with a learning strategies questionnaire with acceptable validity and reliability. SPSS software was used for data analysis.

Results: We found that concept mapping significantly improved and enhanced the academic achievement and self-regulation of the students during the course.

Conclusion: based on the present results, using concept mapping for teaching physics can have positive effects on academic achievement and self-regulation.