Stages Technique in Concept Mapping: Its Effect on Students’ Concept-Map Creating Level and Achievement in Math Education

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Various uses of concept mapping have been studied, especially for math and science, and found beneficial in the past literature. This study examined if the stages technique in concept mapping increases the concept-map creating level and academic achievement of students in math. In this manner, the “Sets” unit in the ninth grade mathematics curriculum was chosen. Students from two ninth grade classrooms were used as the subject group of the study. Two concept-mapping techniques—stages and non-stages—were tested on two groups having 25 students from each class, respectively. The scores obtained from pre- and post-tests, and the evaluation of concept maps were analyzed by using independent samples t-test. The results showed that there was a significant difference between post-test average scores and concept-mapping scores of the two groups, in favor of the one using concept mapping with the stages technique. It was seen that in math education, concept mapping with the stages technique is more effective than the one with the non-stages technique.

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Concept Map , Math Education , Meaningful Learning , Academic Achievement

Gaziantep University Journal Of Social Sciences

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Gaziantep University Journal Of Social Sciences