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 and Wen-Jen Tsai
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Chien-Wen Chuang: Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan
Gwo-Jen Hwang: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
Wen-Jen Tsai: Department of Information and Learning Technology, National University of Tainan, Taipei, Taiwan

International Journal of Online Pedagogy and Course Design (IJOPCD), 2018, vol. 8, issue 1, 1-12

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.

Date: 2018
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