Concept Mapping: as a Tool for Problem Based Learning

Educational Problems Clinical Trial

— ConceptMapp  

Official title:

Concept Mapping: as a Tool for Problem Based Learning on Students Problem Solving Skills, Metacognitive Awareness, and Self-directed Learning

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT06227741
• Other study ID #: IRB0001260
• Status: Completed
• Phase: N/A
• Start date: August 1, 2023
• Est. completion date: December 20, 2023

Study information

• Verified date: December 2023
• Source: Alexandria University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains.

Description:

This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains. Additionally, the research investigates how concept mapping within a PBL context promotes metacognitive awareness, helping students become more conscious of their learning strategies and enabling them to identify gaps in understanding. Moreover, the study explores the role of concept mapping in empowering self-directed learning, fostering autonomy and a deeper sense of ownership over students' educational journeys. The insights gained from this research not only inform instructional design practices, providing evidence-based strategies for enhancing problem-based learning through concept mapping but also contribute to the broader educational research discourse, offering valuable perspectives on effective teaching and learning strategies.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 140
• Est. completion date: December 20, 2023
• Est. primary completion date: September 30, 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years to 30 Years

Eligibility

Inclusion Criteria:

• from 2 -4th academic year

• accept to participate in this study

Exclusion Criteria:

• first academic year

• psychological or mental disorder

Related Conditions & MeSH terms

• Educational Problems

Intervention

Other:
• Concept Mapping: as a Tool for Problem Based Learning
Concept mapping is a visual representation and organizational tool that illustrates the relationships between concepts, ideas, and information. It involves creating a graphical depiction of knowledge, typically using nodes or boxes to represent concepts and connecting lines or arrows to signify the relationships between them. The central concept or main idea is often positioned in the center of the map, with subsidiary concepts branching out from it. These maps serve as a comprehensive overview of a subject, highlighting the hierarchical structure and interconnectedness of various elements.

Locations

Country	Name	City	State
Egypt	Faculty of Nursing	Masjid Al Khi?r	Semoha

Sponsors (1)

Lead Sponsor	Collaborator
Alexandria University

Country where clinical trial is conducted

Egypt, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	improving students' metacognitive awareness	Nursing students exposed to the concept mapping technique exhibited a higher score in the metacognitive awareness skills inventory ( total scores ranging from 30: 150 and a higher score of more than 90 indicating higher Metacognitive Awareness) than those not exposed to concept mapping.	2 months
Primary	improving students' Problem-Based Learning	Nursing students exposed to the concept mapping technique exhibited a higher score on the problem-solving skills questionnaire( total scores range from 28 to 140 and higher scores more than 56 indicating higher problem-solving skills) than students not exposed to concept mapping.	2 months