An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students

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dc.contributor.authorGilchrist, Kelvinen
dc.contributor.committeechairPinder, Charles A.en
dc.contributor.committeechairBame, E. Allenen
dc.contributor.committeememberAsche, F. Marionen
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberDeisenroth, Michael P.en
dc.contributor.departmentEducationen
dc.date.accessioned2014-03-14T21:09:44Zen
dc.date.adate2007-02-26en
dc.date.available2014-03-14T21:09:44Zen
dc.date.issued1992-08-06en
dc.date.rdate2007-02-26en
dc.date.sdate2007-02-26en
dc.description.abstractThe purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. The students were from three Northern Illinois school districts, 174 students from three junior high schools. The study sought to assess the effects on achievement of students who used concept mapping as part of a carefully designed sequence of instructions. Method and Procedure: Eight intact junior high school technology classes, taught by three instructors, took part in this study. Of the 174 seventh and eighth grade students participating in this study, 87 students were in the treatment groups, and 87 students were in the control groups. The intact groups were formed from two schools with three classes and one school with two classes. Within each school, classes were randomly assigned to be the treatment groups or control groups. The criteria for student selection for the at-risk group were based on (a) students' attendance, (b) students' behavior, (c) personal history, (d) counselor's input, and (e) parent conferences. The at-risk students were identified by a code only known by classroom teachers. The quasiexperimental design used for this study was the pretest-posttest design. A two-way ANCOVA using the pretest scores as a covariate analyzed the posttest scores to determine what effect, if any, distinguished between the instructional methods. Results: There was one main finding of this study. The benefits of using concept mapping appeared for the at-risk students than for the not at-risk students. Conclusion: For this junior high school at-risk population, concept mapping during and after instruction led to greater achievement as measured by posttest.en
dc.description.degreeEd. D.en
dc.format.extentx, 121 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-02262007-100004en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02262007-100004/en
dc.identifier.urihttp://hdl.handle.net/10919/37426en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.G553.pdfen
dc.relation.isformatofOCLC# 27911756en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.G553en
dc.subject.lcshChildren with social disabilities -- Educationen
dc.subject.lcshConcept learningen
dc.subject.lcshTechnology -- Study and teaching (Secondary)en
dc.subject.lcshUnderachievers -- Educationen
dc.titleAn analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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