The effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in science

Abstract

The present study aimed to investigate the effectiveness of concept mapping teaching method on students' intelligence beliefs and comprehension in Science. This research was conducted in a quasi-experimental method with a pretest- posttest control group design. The statistical population of the study included male students in the sixth grade of elementary school in Farahan city in the academic year 2018-2019, 34 of whom were selected by convenience sampling and divided to experimental and control groups. To collect the data, Babaei’s Questionnaire of Intelligence Beliefs (1998) and Wechsler’s Comprehension Subscale (1974) for children were used. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results indicated significant difference in the linear composition of dependent variables (intelligence beliefs and comprehension) in two groups. (Pillai's Trace= 0.724, F2, 29= 38.015, p< 0.001, Partial Eta Squared= 0.724). Furthermore, univariate analysis of covariance indicated that the concept mapping teaching methods had significant effect on intelligence beliefs (p< 0.001, Partial Eta Squared= 0.640) and comprehension (p< 0.001, Partial Eta Squared= 0.562). In conclusion, it proposed using the concept mapping teaching method to improve students' intelligence beliefs and comprehension in science.

Keywords

• concept mapping
• intelligence beliefs
• comprehension
• students