The Effectiveness of Applying Concept Maps as a Formative Assessment Tool and Exam Anxiety on Science Lesson Learning of Sixth Grade Elementary Students

Document Type : Original Article

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Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran.

Abstract

Background and Objectives: Concept maps, as assessment tools, can facilitate learners' knowledge construction processes. In our country, there is a dearth of studies examining 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 has conducted to assess 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 pretest-posttest and a control group has utilized. The study population comprised 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 then implemented over 15 sessions in the experimental group, while the control group continued with conventional instruction. Data were analyzed using descriptive statistics and inferential statistics (analysis of covariance).
Findings: Results indicated that the usage of the concept map as a formative assessment tool significantly influences the sixth-grade elementary students science learning (F=53.347) and exam anxiety (F=48.222). In other words, evidence suggests that the experimental group has demonstrated increased science learning and performance compared to the the control group, and the reduced exam anxiety has conducted as well, because anxiety physiological and behavioural simptoms in the experimental group have reduced more compared to 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.

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