The Effectiveness of Concept Map Based Instruction on Concept Retention and Comperhension in Science and Social Lessons in the Elementry Sixth Grade

The purpose of the present research was to investigate the effectiveness of concept map based instruction on concept retention and comprehension in science and social lessons in the elementary sixth grade. The research method was quasi-experimental with pretest-posttest design with experimental and control groups. The participants included 120 sixth-grade elementary students (60 people experimental group and 60 people control group) from Oshnavieh city in 1393-94 academic years. The subjects were selected by multistage cluster random sampling method and they were randomly assigned to each of the experimental and control groups. The science and social studies lessons comprehension and retention academic tests were completed by the subjects. To provide valid tool, Face and Content Validity was used and to ensure reliability the method of split half was used. Analysis of research data through spss software And using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis test) was performed. The experimental group subjects received ten sessions of concept map based instruction while simultaneously the control group subjects was continuing their regular class program. The analysis of covariance (ANCOVA) showed that the treatment group's scores on the science and social studies’ comprehension and retention post-tests were higher than control group subjects. Therefore, it can be conclude the concept map based instruction increased student's comprehension and retention performance. The present research has some pedagogical applications for elementary school teachers- especially for those teaching for sixth grade- who can utilize these strategies for better achievement in science and social studies courses.