Concept Mapping as a Formative Assessment Tool: A Quantitative and Qualitative Analysis of Its Effectiveness in Overcrowded University Classes

Document Type : Research Paper

Author

Assistant Professor, Department of Education and Psychology, Faculty of Education and Psychology, University of Birjand,Birjand, Iran

10.48310/pma.2025.17441.4553

Abstract

Concept maps are effective tools for representing knowledge structures and identifying misconceptions. This study examined their usefulness as a formative assessment in the undergraduate curriculum of educational sciences.. Methods: In this mixed-methods study, 110 educational sciences undergraduates (2023–2024) were purposively sampled. Data were collected via a researcher-made questionnaire and field study. After confirming validity and reliability, results were analyzed using descriptive statistics and the Kruskal–Wallis test (α = 0.05). Qualitative data, gathered through open-ended questions, were analyzed using Giorgi’s phenomenological method.
.Findings: The findings indicate that the effectiveness of concept maps in understanding concepts and learning (mean ± standard deviation: 6.76 ± 1.5) was significantly higher than other dimensions such as motivation and self-discipline (5.06 ± 1.42), cognitive skills (4.89 ± 1.43), and time management and organization (4.89 ± 1.37). From the analysis of student perceptions, eight main themes were extracted: deep understanding of content, review and repetition of material, organization of content, time management and prevention of procrastination, self-assessment, preparedness, facilitation of learning, mental calmness and stress management, and consolidation of knowledge in memory. Conclusion: The findings confirm the positive effect of concept maps on all aspects of learning, supporting their effective use as formative assessment in large classes.

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