Concept Mapping: Does It Improve Academic Achievement Among Nursing Students

Abstract

Introduction: The effectiveness of teaching and learning process is highly dependent on the methods and strategies of teaching and learning practices. As a result, nurse educator must choose and use the suitable method to help the nursing students to achieve the learning objective.
Methodology: There were 218 respondents. This study consisted of two-group quasi experimental study with pre- and post-test design. The experimental and control groups received education using concept mapping and lecture method respectively. The data was analyzed using inferential and descriptive statistic.
Results: In the pre-test, students were taught using concept mapping. These students had achievement mean scores of 11.23, SD=2.59 and post–test was 13.19, SD=1.71 with mean gain scores of 1.96. Students who were taught using lecture method had an achievement mean scores of 10.71, SD=2.23 in the pre-test
and post-test was 12.60, SD=1.64 with mean gain scores of 1.89. The results showed an increase in grade achievement, the percentage pass for the experimental group increased from 95.4% in pre-test to 100% in the post-test. The percentage pass for control group had increased from 93.57% in pre-test increased to
99.08% in the post-test.
Conclusion: Student-centered learning is a teaching method that is active and can change passive to active learning. Findings from several reviewed studies suggest that using concept mapping can improve academic performance in nursing education and is a valuable teaching strategy.