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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Concept Mapping as a Tool for Enhancing Self- Paced Learning in a Distance Scenario John Allen Richbourg Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Chemistry Commons, Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by John Richbourg has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Leslie Moller, Committee Chairperson, Education Faculty Dr. Wellesley Foshay, Committee Member, Education Faculty Dr. Christina Dawson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Concept Mapping as a Tool for Enhancing Self-Paced Learning in a Distance Scenario by John A. Richbourg, Jr. MA, University of Texas at San Antonio, 1991 BS, The Citadel, Charleston, SC, 1974 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2015 Abstract Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36 students in the 10th grade at an inner-city school in the United States. Control and treatment groups participated in completing pre and posttesting to establish standards for initial understanding and knowledge acquired. Pretest scores were used in a 2-tailed t test to establish equivalence between groups at the beginning of the study. ANOVA was used with test gains to determine differences between treatment and control groups. Cronbach’s alpha was conducted to test for concept map interrater reliability. A 2-tailed t test for matched groups was used with concept map scores and treatment group test gains to determine any relationship. No statistically significant relationship between the use of concept maps and distance learning was found. Recommendations for future research include a wider age range for participants and investigations of academic areas such as reading, writing, mathematics, and language acquisition, native and foreign. Implications for positive social change include research with altered parameters to identify an existing tool that may be used by students in the traditional classroom as well as in distance- learning scenarios. Concept Mapping as a Tool for Enhancing Self-Paced Learning in a Distance Scenario by John A. Richbourg, Jr. MA, University of Texas at San Antonio, 1991 BS, The Citadel, Charleston, SC, 1974 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2015 Dedication This dissertation is dedicated to my parents, John and Doris Richbourg. My father instilled in me the confidence and courage to be my own person, to always be true to myself and my family, and to never doubt that I can overcome any challenge with persistence, integrity, and intelligence. My mother, as a continuous supporter of my academic efforts, provided encouragement and the acknowledgement that my actions and attitude were always welcome, expected, and a source of pride for her. Together, my parents shared with me their love of learning and their insatiable curiosity about the world around them, motivating me to become a life-long learner. This dissertation is also dedicated to my loving wife and children, who have supported me over the years this effort has taken. Without their unwavering confidence, encouragement, and love, this process of working up to and through the dissertation may have taken quite a bit longer or perhaps not even begun at all. Acknowledgments I would like to express my sincere appreciation to the members of my doctoral committee for their valuable advice and direction. Thanks to Dr. Leslie (Les) Moller, whose guidance has been a constant source of stability and strength and whose tempered judgment and patience served as examples to me in my own instructional efforts. Thanks also to Dr. Wellesley (Rob) Foshay, whose wisdom has been essential in the completion of this long and arduous effort. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ..................................................................................................................... v Chapter 1: Introduction to the Study................................................................................... 1 Background ................................................................................................................... 3 Problem Statement ........................................................................................................ 7 Purpose of the Study ..................................................................................................... 7 Research Questions ....................................................................................................... 8 Theoretical Framework ................................................................................................. 9 Nature of the Study ..................................................................................................... 14 Assumptions ................................................................................................................ 17 Scope, Delimitations, and Limitations ........................................................................ 18 Definition of Constructs .............................................................................................. 21 Significance of the Study ............................................................................................ 23 Summary ..................................................................................................................... 23 Chapter 2: Literature Review ............................................................................................ 25 Information Sources .................................................................................................... 25 Theoretical Basis of Mental Models ........................................................................... 26 Graphic Organizers ..................................................................................................... 29 Defining Concept Maps .............................................................................................. 33 Potential Uses for Concept Mapping .......................................................................... 39 Making Concept Maps ................................................................................................ 54 Scoring Concept Maps ................................................................................................ 63 i Distance or Web-Based Learning and Concept Maps ................................................ 71 Current Thinking ......................................................................................................... 76 Considerations............................................................................................................. 82 Conclusions ................................................................................................................. 86 Chapter 3: Methodology ................................................................................................... 88 Research Questions and Hypotheses .......................................................................... 88 Research Method ........................................................................................................ 89 Research Design and Protocol .................................................................................... 90 Setting and Sample ..................................................................................................... 95 Treatment and Control Protocols ................................................................................ 98 Instrumentation and Materials .................................................................................... 99 Rubrics ...................................................................................................................... 101 Validity ....................................................................................................................

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