Title page for ETD etd-02262007-100004


Type of Document Dissertation
Author Gilchrist, Kelvin
URN etd-02262007-100004
Title An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students
Degree Doctor of Education
Department Education
Advisory Committee
Advisor Name Title
Bame, E. Allen Committee Chair
Pinder, Charles A. Committee Chair
Asche, F. Marion Committee Member
Burton, John K. Committee Member
Deisenroth, Michael P. Committee Member
Keywords
  • Concept learning.
  • Children with social disabilities Education.
  • Technology Study and teaching (Secondary)
  • Underachievers Education.
Date of Defense 1992-08-06
Availability restricted
Abstract

The purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. The students were from three Northern Illinois school districts, 174 students from three junior high schools. The study sought to assess the effects on achievement of students who used concept mapping as part of a carefully designed sequence of instructions.

Method and Procedure

Eight intact junior high school technology classes, taught by three instructors, took part in this study. Of the 174 seventh and eighth grade students participating in this study, 87 students were in the treatment groups, and 87 students were in the control groups. The intact groups were formed from two schools with three classes and one school with two classes. Within each school, classes were randomly assigned to be the treatment groups or control groups. The criteria for student selection for the at-risk group were based on (a) students' attendance, (b) students' behavior, (c) personal history, (d) counselor's input, and (e) parent conferences. The at-risk students were identified by a code only known by classroom teachers. The quasiexperimental design used for this study was the pretest-posttest design. A two-way ANCOVA using the pretest scores as a covariate analyzed the posttest scores to determine what effect, if any, distinguished between the instructional methods.

Results

There was one main finding of this study. The benefits of using concept mapping appeared for the at-risk students than for the not at-risk students.

Conclusion

For this junior high school at-risk population, concept mapping during and after instruction led to greater achievement as measured by posttest.

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