نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانش‌آموختة کارشناسی‌ارشد تکنولوژی آموزشی گروه علوم تربیّتی، دانشکدة علوم انسانی، دانشگاه اراک، اراک، ایران
2 استادیارگروه علوم تربیّتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
3 دانشیار گروه علوم تربیّتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Concept maps, as assessment tools, can facilitate learners' knowledge construction processes. In our country, there is a lack of studies that examine the impact of assessment on learning. Moreover, investigating the effect of assessment on anxiety, especially exam anxiety as an inhibitory factor in learning, can determine the efficacy of such tools. This study aimed to evaluate the effectiveness of concept mapping as a formative assessment tool on science learning and exam anxiety among sixth-grade elementary students.
Methods: A quasi-experimental research design with a pretest-posttest and a control group was utilized. The study population consisted of students from two sixth-grade male classes in two similar schools in District 1 of Arak city, selected through convenience sampling. The classes were randomly assigned to either an experimental or a control group. Initially, both groups completed a researcher-developed sixth-grade science test and Phillips Exam Anxiety Questionnaire as pretests. The intervention was implemented over 15 sessions for the experimental group, while the control group received conventional instruction. Data were analyzed using descriptive and inferential statistics (analysis of covariance).
Findings: Results indicated that using concept maps as a formative assessment tool significantly improved sixth-grade elementary students’ science learning (F=53.347) and reduced exam anxiety (F=48.222). In other words, the experimental group demonstrated greater improvement in science learning and performance compared to the control group, while experiencing a more significant reduction in exam anxiety. Specifically, anxiety-related physiological and behavioral symptoms decreased more in the experimental group than in the control group.
Conclusion: Concept mapping as a formative assessment tool can be an effective strategy for addressing science learning challenges, managing exam anxiety, and ultimately enhancing exam performance.
کلیدواژه‌ها [English]
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