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Concept mapping improves academic performance in problem solving questions in biochemistry subject
Mukhtiar Baig1, Saba Tariq2, Rehana Rehman3
1Mukhtiar Baig, PhD, MHPE. Department of Clinical Biochemistry & Medical Education, Faculty of Medicine, Rabigh, King Abdulaziz University, Jeddah, KSA.
Objective:
To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM.
Methods:
The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked.
Results:
There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students' perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM.
Conclusion:
Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.
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