The effects of concept maps on reading comprehension and retention

Abstract

The concept maps that state the categorization of the learned knowledge and a visual representation of inter-knowledge relationship by means of key words provide meaningful learning triggering their schematic knowledge, foster students' problem solving and critical thinking skills. The purpose of this study is to determine the effect of concept maps on reading comprehension and retention level. In the study, experimental design with control group on the basis of pre-test and post-test scores was employed. The samples of the study were randomly selected (n= 53) from grade 8 students in the province of Manisa, with control (27) and experimental group (26). In the experimental group, reading activities were carried out via concept maps, and in the control group, traditional teaching was used. As the data instrument a Reading Comprehension Test (OABT) was used and the data were analyzed through frequency, U and Z test. As a result of the OABT, significant differences were seen in favor of the experimental group between control group and the experimental one. These findings suggest that the technique of concept maps has considerable effects on the improvement of the reading comprehension abilities.