Assessment of Concept Maps in Introductory Psychology

Stephen A. Wurst, David M. SargentPsychology Dept., SUNY-Oswego

and Jeffrey NevidSt. John’s University

Contact e-mails: wurst@oswego.edu, sargent@oswego.edu,nevidj@stjohns.edu

Abstract

The present study was conducted to assess the effectiveness of “concept maps” in an introductory psychology course. Students at the beginning of a large lecture section of class were randomly given either text-only notes, the concept map for the chapter, or a concept map with some nodes needed to be filled-in (the “interactive” map). After the lecture, a six-item quiz was administered to test comprehension of the lecture material. An additional questionnaire asked about the student’s prior concept mapusage, text reading before the class, and three attitudinal questions aboutthe “study sheets”. Results showed that there was no main effect of studysheet type on comprehension, but significant effects were found for the attitudinal measures. Students enjoyed using the completed concept maps and found them easy to use, but students using the “interactiveversion” reported the least enjoyment. Discussion will address the possibleceiling effects and reasons for the students’ preferences.

Rationale for Present Research

The use of “concept maps” in textbooks and ancillaries such as student study guides has been increasing. These “maps” display the major concepts in a chapter in a spatial, hierarchical way to help the student learn the concepts and the relationships between the concepts. Maps consist of two elements: nodes and links (Nevid, 2007). Another important feature of the maps is that they can be read multidirectionally. Basic cognitive research by Novick (e.g., Novick, 2001; Novick & Hurley, 2001) has demonstrated the effectiveness of spatial diagrams in improving comprehension. One leading introductory psychology textbook author, Jeffrey Nevid (2007), has applied these findings to create concept maps to accompany his textbook. Our purpose was to assess the effect of concept maps on comprehension and attitudes in a naturalistic, lecture setting.

METHOD

Students (31 males, 39 females) at the beginning of a large lecture section of an introductory psychology class were randomly given either text-only notes, the concept map for the chapter, or a concept map with 8 nodes needed to be filled-in (“interactive” concept map). The professor then lectured on the topic of “stress”. At the end of lecture, a six-item quiz was administered to test comprehension of the lecture material. Students were allowed to use their notes and were not given a time limit to complete the quiz. An additional questionnaire asked about the student’s prior concept map usage, text reading before the class, and three attitudinal questions about the “study sheets” ( “I enjoyed using my study sheet”; “I found the study sheet useful”; and “I thought the study sheet was easy to use”).

“TEXT-ONLY VERSION”

Chapter 15 “Stress”: Study Sheet

Stress is the pressure to adjust to demands placed upon us.Stress is deriving from various sources, including daily hassles, life

changes, conflict, frustration, trauma, Type A behavior, and acculturation.

Stress can activate the General Adaptation Syndrome, which is the body’s general response to stress. It is comprised of three stages: (1) The alarm reaction stage, which is characterized by the mobilization of the body’s resources to cope with stressful demands; (2) the resistance stage, which is characterized by the adaptation to continuing stress and conservation of bodily resources; and (3) the exhaustion stage, which is characterized by the depletion of bodily resources and increased risk of physical and mental health problems.

FULL CONCEPT MAP (Nevid, 2007)

INTERACTIVE (“FILL-IN”) CONCEPT MAP

RESULTS

Comprehension as Function of Study Note Type

00.5

11.5

22.5

33.5

44.5

5

text only full map fill-in map

Mea

n q

uiz

sco

re

“Study notes” condition

“I found the study notes useful”

00.5

11.5

22.5

33.5

44.5

5

text only full map fill-in map

Mea

n r

atin

g

“Study notes” condition

“I enjoyed using the study notes”

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

text only full map fill-in map

Mea

n r

atin

g

“Study notes” condition

“I found the study notes easy to use”M

ean

rat

ing

“Study notes” condition

00.5

11.5

22.5

33.5

44.5

5

text only full map fill-in map

RESULTS

No main effect of “study note type” on comprehension, F(2,67)= 1.012, p>.05.

Marginally significant effect of study note type on “enjoyment”, F(2,67)=3.011, p=.056.

Significant effect of study note type on “usefulness”, F(2,67)=3.102, p=.05.

No main effect of study note type on “easy to use” rating, F(2,67)=2.424, p=.096.

DISCUSSION

Why no “map” effect on comprehension– Ceiling effect probable; all means close to 4.5 (out of six questions);

quiz was open notes and no time limit Encouraging results about concept maps

– Students “enjoyed” full map more than text version– Students found full maps more “useful” than text version– “Interactive” map less “easy” and less “enjoyable”– Possible reason: Making the students more responsible for their

learning may not be enjoyable, but should be effective way of learning; Students may need more experience with the interactive version before finding it easy to use

•DISCUSSION

FUTURE RESEARCH More sensitive measures of comprehension needed Lab-based study: Measure comprehension with more sensitive

test and measure quiz completion time

TAKE-HOME MESSAGE Based on basic research, concept maps have great potential for

increasing student involvement and active learning; more research is needed to demonstrate the efficacy of these maps for lecture material and textbook readings.

References

Nevid, J. S. (2007). Concept maps for psychology: A visual learning supplement to accompany Psychology: Concepts and Applications (second edition). Boston: Houghton Mifflin.

Novick, L. R., & Hurley, S.M. (2001). To matrix, network, or hierarchy: That is the question. Cognitive Psychology, 42, 158-216.

Novick, L. R. (2001). Spatial diagrams: Key instruments in the toolbox for thought. In D.L. Medin (Ed.)The psychology of learning and motivation (vol. 40, pp. 279-325). San Diego: Academic Press.