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A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

Chien-Wen Chuang, Gwo-Jen Hwang, Wen-Jen Tsai
Copyright: © 2018 |Volume: 8 |Issue: 1 |Pages: 12
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781522545798|DOI: 10.4018/IJOPCD.2018010101
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MLA

Chuang, Chien-Wen, et al. "A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course." IJOPCD vol.8, no.1 2018: pp.1-12. http://doi.org/10.4018/IJOPCD.2018010101

APA

Chuang, C., Hwang, G., & Tsai, W. (2018). A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course. International Journal of Online Pedagogy and Course Design (IJOPCD), 8(1), 1-12. http://doi.org/10.4018/IJOPCD.2018010101

Chicago

Chuang, Chien-Wen, Gwo-Jen Hwang, and Wen-Jen Tsai. "A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course," International Journal of Online Pedagogy and Course Design (IJOPCD) 8, no.1: 1-12. http://doi.org/10.4018/IJOPCD.2018010101

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Abstract

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

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