Concept Mapping: as a Tool for Problem Based Learning

Not Applicable

Completed

• Conditions: Problem;Learning; Educational Problems

• Registration Number: NCT06227741
• Lead Sponsor: Alexandria University

Brief Summary

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains.

Detailed Description

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains. Additionally, the research investigates how concept mapping within a PBL context promotes metacognitive awareness, helping students become more conscious of their learning strategies and enabling them to identify gaps in understanding. Moreover, the study explores the role of concept mapping in empowering self-directed learning, fostering autonomy and a deeper sense of ownership over students' educational journeys. The insights gained from this research not only inform instructional design practices, providing evidence-based strategies for enhancing problem-based learning through concept mapping but also contribute to the broader educational research discourse, offering valuable perspectives on effective teaching and learning strategies.

Study Timeline

• Study Start: 2023-08-01
• Primary Completion: 2023-09-30
• Status Verified: 2023-12
• Study Completion: 2023-12-20
• Study First Submitted: 2023-12-25
• Study First Submitted QC: 2024-01-18
• Last Update Submitted: 2024-01-18
• Study First Posted: 2024-01-29
• Last Update Posted: 2024-01-29

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 140

Inclusion Criteria

• from 2 -4th academic year
• accept to participate in this study

Exclusion Criteria

• first academic year
• psychological or mental disorder

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
improving students' metacognitive awareness	2 months	Nursing students exposed to the concept mapping technique exhibited a higher score in the metacognitive awareness skills inventory ( total scores ranging from 30: 150 and a higher score of more than 90 indicating higher Metacognitive Awareness) than those not exposed to concept mapping.
improving students' Problem-Based Learning	2 months	Nursing students exposed to the concept mapping technique exhibited a higher score on the problem-solving skills questionnaire( total scores range from 28 to 140 and higher scores more than 56 indicating higher problem-solving skills) than students not exposed to concept mapping.

Trial Locations

Locations (1)

Faculty of Nursing; 🇪🇬 Masjid Al Khiḑr, Semoha, Egypt