Studying and Constructing Concept Maps: A Meta-Analysis

Peer reviewed: 
Yes, item is peer reviewed.
Scholarly level: 
Faculty/Staff
Final version published as: 

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (in press). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review. DOI: 10.1007/s10648-017-9403-9

Date created: 
2017-03-21
Identifier: 
DOI: 10.1007/s10648-017-9403-9
Keywords: 
Concept map
Knowledge map
Meta-analysis
cmap
kmap
Abstract: 

A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g =.58, p < .001). A moderator analysis revealed that creating concept maps (g =.72, p < .001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = .43, p <.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.

Language: 
English
Document type: 
Article
Rights: 
Rights remain with the authors.
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