Concept Mapping in Lebanese High Schools to Improve Students' Achievement: a Quasi-experimental Study
Abstract
Providing knowledge alone is ineffective in initiating and addressing a healthy lifestyle and related social behaviors in education. The aim of this study was conducted to evaluate the effectiveness of the concept map tool on students’ achievement in the topic on dietary supplements. A quasi-experimental study was used depending mainly on the pre-test/post-test design where the concept of concept mapping was employed in the setting of a nutrition chapter in a 12th grade biology class in Beirut, Lebanon. Findings showed no difference between both genders in terms of knowledge in dietary supplements. However, mastering acquired knowledge, self-scientific reasoning, and planning appeared to be mediators for the desired students’ health achievement in the experimental design. The obtained findings highlight the usefulness of implementing concept maps as a theory-guided health intervention that could contribute to strengthening student knowledge and health promotion in Lebanon.