Journal of Curriculum Research 2251-6794 6 2 2017 03 19 The Effect of concept maps in comparison with speech on students’ cognitive performance in the science classes The Effect of concept maps in comparison with speech on students’ cognitive performance in the science classes 25 40 3961 10.22099/jcr.2017.3961 FA A Alilou E Azimpour Journal Article 2015 09 06 This study was conducted with the aim of comparing the effectiveness of concept maps and speeches on students’ cognitive performance in the science classes. Cognitive performance was considered as retention, understanding and application of the learned concepts. For this purpose a quasi-experimental design was used along with a pre-test and a post-test. Four classes were selected through purposive sampling method (two classes as the experimental and two classes as the control participants). The control group participants experienced speech method for the lessons while the participants of the experimental group underwent concept maps for the identical materials. To measure the impacts of using concept maps and speeches on cognitive performance of students, an achievement test whose validity and reliability indices were attested was used to assess the participants’ three aspects of retention, understanding and application of concepts. In order to analyze the data multivariate analysis of covariance (MANCOVA) and a multivariate analysis of covariance (ANCOVA) techniques were employed. The results showed that utilizing concept maps has positively affected the students’ understanding and application of concepts. In general concept maps were shown to have beneficial instructional effects on the students’ cognitive performance. This study was conducted with the aim of comparing the effectiveness of concept maps and speeches on students’ cognitive performance in the science classes. Cognitive performance was considered as retention, understanding and application of the learned concepts. For this purpose a quasi-experimental design was used along with a pre-test and a post-test. Four classes were selected through purposive sampling method (two classes as the experimental and two classes as the control participants). The control group participants experienced speech method for the lessons while the participants of the experimental group underwent concept maps for the identical materials. To measure the impacts of using concept maps and speeches on cognitive performance of students, an achievement test whose validity and reliability indices were attested was used to assess the participants’ three aspects of retention, understanding and application of concepts. In order to analyze the data multivariate analysis of covariance (MANCOVA) and a multivariate analysis of covariance (ANCOVA) techniques were employed. The results showed that utilizing concept maps has positively affected the students’ understanding and application of concepts. In general concept maps were shown to have beneficial instructional effects on the students’ cognitive performance. https://jcr.shirazu.ac.ir/article_3961_45cc9dca4dc2d3423e9a8dd39b485901.pdf