Comparing the effect of lecture- and concept mapping based learning on cognitive learning levels
Journal of Critical Care Nursing : January 30, 2010,
3 (1); e7110
January 30, 2010
Article Type: Research Article
August 28, 2016
February 08, 2010
A, Seyyed Mazhari
M. et al. Comparing the effect of lecture- and concept mapping based learning on cognitive learning levels,
Crit Care Nurs J.
Aims: As the ultimate goal of professional nursing is to provide high quality care for patients in all fields (biological,
psychological and social), nursing educators should use teaching methods that prevent superficial learning of students and
improve meaningful and high level learning. The aim of this study was to compare the effect of lecture- and concept
mapping based learning on cognitive learning levels of nursing students.
Methods: In this quasi-experimental study with pre- and post-test method, 66 fifth semester nursing students in
cardiovascular course were selected by census method and randomly divided into two control and experimental groups.
After performing pre-test, both groups received education using lecture and concept mapping, respectively, for 8 sessions
during 2 months. Then, the post-test was taken and 4 weeks after, the recall test was performed. For gathering data, a
researcher-made academic progress test consisting two parts was used. Data was analyzed by repeated measurement
ANOVA method using SPSS 15 software.
Results: The procedure of total scores' change (knowledge and learning level) was statistically significant in both methods
(p<0.01). The procedure of knowledge scores' change was not significant between two groups, but the procedure of scores'
change in meaningful learning level was statistically significant in experimental group (p<0.005).
Conclusion: Concept mapping method is more effective in reaching meaningful learning and high levels of understanding.
Concept Map, Meaningful Learning, Educational Methods, Lecture, Nursing Students
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