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Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders

Department of Human Services and Counseling at St. John's University, New York, guastelf{at}stjohns.edu

T. Mark Beasley

Psychology Department at St. John's University, New York

Richard C. Sinatra

Graduate Reading Program

Low-achieving seventh-grade students from an urban parochial school were randomly assigned to two equally sized groups (n = 62, each group). One group was taught by a read-and-discuss, teacher-directed method, and the second group, given the same type of introductory lesson as the first, followed a model of concept mapping that connected major and minor concept ideas. A criterion-referenced test based on the content of a science chapter served as the dependent variable. Prior to any teaching, a pretest was administered. An analysis of covariance with pretest scores as the covariate showed a statistically significant difference in comprehension between the pretest and posttest for the experimental group. Effect size estimates revealed that concept mapping can be expected to improve comprehension scores of low-achieving seventh graders by approximately six standard deviations over a traditional instructional technique. When students lack background information on a topic to aid comprehension, the active participation in constructing semantic or concept maps may help students form a cognitive schema to assimilate and relate the new topic information.

Remedial and Special Education, Vol. 21, No. 6, 356-364 (2000)
DOI: 10.1177/074193250002100605


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