The effect of concept maps and learning styles on seventh graders' learning of geography

Virginia Ruth Willits, Tennessee State University

Abstract

This study investigated the effectiveness of the concept mapping method, according to preferred learning styles, on students in a standard grade seven social studies class. Students took a learning style inventory to determine the preferred learning style. They were taught three chapters and tested on each chapter. A delayed-recall essay question was given ten days later. Then the students were taught the concept mapping method. This method was added to the teaching routine. The same procedure of teaching and testing three chapters, followed by a delayed recall question was followed. A brief interview with each student covering three questions ended the study. Data analysis revealed a statistical significance in the chapter tests, but not in the delayed recall answers. All students except one said they would include concept mapping into their study methods. ^

Subject Area

Education, Social Sciences|Education, Curriculum and Instruction

Recommended Citation

Virginia Ruth Willits, "The effect of concept maps and learning styles on seventh graders' learning of geography" (2002). ETD Collection for Tennessee State University. Paper AAI3061783.
http://digitalscholarship.tnstate.edu/dissertations/AAI3061783

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