Concept Mapping: as a Tool for Problem Based Learning (ConceptMapp)

Concept Mapping: as a Tool for Problem Based Learning on Students Problem Solving Skills, Metacognitive Awareness, and Self-directed Learning

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.

Study Overview

• Status: Completed
• Conditions: Educational Problems; Problem;Learning
• Intervention / Treatment: Other: Concept Mapping: as a Tool for Problem Based Learning

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 Type: Interventional
• Enrollment (Actual): 140
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Egypt
  • Semoha
    • Masjid Al Khiḑr, Semoha, Egypt, 11511
      • Faculty of Nursing

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

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

Exclusion Criteria:

• first academic year
• psychological or mental disorder

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: concept mapping; utility of concept mapping as a learning tool for problem solving. As well, examine the effect of using concept mapping as a tool for problem based learning on students' Metacognitive Awareness, problem solving skills, , and self -directed learning at Zagazig Faculty of Nursing	Other: Concept Mapping: as a Tool for Problem Based Learning; Concept mapping is a visual representation and organizational tool that illustrates the relationships between concepts, ideas, and information. It involves creating a graphical depiction of knowledge, typically using nodes or boxes to represent concepts and connecting lines or arrows to signify the relationships between them. The central concept or main idea is often positioned in the center of the map, with subsidiary concepts branching out from it. These maps serve as a comprehensive overview of a subject, highlighting the hierarchical structure and interconnectedness of various elements.
No Intervention: traditional learning experience; utility of traditional learning experience as a learning tool

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
improving students' metacognitive awareness	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.	2 months
improving students' Problem-Based Learning	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.	2 months

Collaborators and Investigators

• Sponsor: Alexandria University
• Investigators: Study Chair: mohamed H atta, Faculty of nursing, Alexandria university, Egypt

Study record dates

Study Major Dates

• Study Start (Actual): August 1, 2023
• Primary Completion (Actual): September 30, 2023
• Study Completion (Actual): December 20, 2023

Study Registration Dates

• First Submitted: December 25, 2023
• First Submitted That Met QC Criteria: January 18, 2024
• First Posted (Actual): January 29, 2024

Study Record Updates

• Last Update Posted (Actual): January 29, 2024
• Last Update Submitted That Met QC Criteria: January 18, 2024
• Last Verified: December 1, 2023

More Information

Terms related to this study

• Keywords: education; concept mapping; Problem Solving skills
• Other Study ID Numbers: IRB0001260

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No