The Effect Of Concept Mapping Strategy On Achievement And Perceived Academic Self-efficacy

The concept map is a kind of tool to organize and represent knowledge. This research did a experiment to study the concept mapping strategy how to influence the senior high school students' achievement and perceived academic self-efficacy, from the teaching strategy and learning strategy angles. This research chose to use concept mapping strategy in the chemistry course teaching of senior high school.Firstly, this research emended the senior high school students' perceived academic self-efficacy questionnaire in chemistry. The task was completed by collecting documentary resources and consulting relevant scales. And this research chose two senior high schools' students in Nanjing as sample.Secondly, this research chose two homogeneity senior classes of grade one in Zhonghua middle school in Nanjing. The two classes were randomly divided into the experiment class and the control class. The experiment class used concept mapping strategy, and the control class used traditional strategy. This research measured and statistically analysed the achievement and the perceived academic self-efficacy mark of two classes before and after the experimentation. This research used multivariate analysis of variance to analyze the achievement of different achievement level students and different sex students.Thirdly, this research compiled the implement effect questionnaire of concept mapping strategy and investigated in experiment class. Then used these questionnaire results, experiment results, and research interview to analyse and discuss.Finally, this research drew a total conclusion as following. 1. The achievement of experiment class was better than the control class, especially on the memory level, but not on the comprehend level and the application level. 2.Concept mapping strategy didn't have different effect on students of different achievement level. The students of high achievement level, middle achievement level, and low achievement level didn't have any difference during the experiment. 3. Concept mapping strategy didn't have different effect on students of different sex. 4. The perceived academic self-efficacy score of experiment class was better than the control class, especially in the basic capability feeling and the control feeling, but not in the effort reply feeling and the environment feeling.