The effectiveness of blended learning with electronic concept maps on social studies learning.

Abstract

Background and Objectives: The integration of in-person teaching with digital education has given rise to a new approach to learning and teaching known as blended learning. When implemented effectively, blended learning can enhance the academic success and overall learning experience of students. Additionally, the use of modern theories of learning, such as constructivism, and learning strategies like concept mapping, can transform students from passive receivers of information to active participants in their academic journey. Concept maps created using computer-based tools have been integrated into many learning strategies, including blended learning. A recent study was conducted to explore the effectiveness of concept map-based blended learning on the social studies learning of male sixth-grade students. Materials and Methods: The study followed a semi-experimental research method with a pre-test-post-test design and a control group. The participants were all male sixth-grade students from Birjand in 2023. The sample size consisted of 60 male students chosen through available sampling. The pre-test-post-test of the social studies researcher was used to collect data. The test questions' content validity was assessed using a two-dimensional table of objective-content, and the face validity was confirmed by experts and three sixth-grade colleagues. The test's reliability coefficient was calculated through Cronbach's alpha coefficient, which was 0.81. The test consisted of two parts, with the first part collecting demographic information and providing instructions for completing the questions. In addition to descriptive statistics, the analysis of covariance statistical test was used to analyze the data. Findings: Based on the results of the study, it can be concluded that there is a notable difference in the average scores of the learning variables of the experimental and control groups. The application of combined training based on a conceptual map has proven to explain 19.2% of the variance of the learning post-test scores, which is a significant result (F (57,1) =60.13, p<0.005, partial ŋ2=2.19 %). Conclusions: According to research, blended learning based on concept maps has been found to be effective in enhancing students' social studies learning. The ongoing COVID-19 pandemic has forced many educational institutions to adopt virtual education as the only means of ensuring the safety of students and staff. However, with the end of the pandemic, there are concerns about the weaknesses in various educational fields that have come to light during this period. Therefore, the use of blended learning centered on the use of electronic concept maps is an effective approach to eliminate the weaknesses caused by virtual education during the pandemic and an effective measure to compensate and stabilize their learning in the postcoronavirus era. This approach will make a deeper connection between the main concepts of the new lesson and the students' previous learning, and the main role in this process will be the responsibility of the student. Among the limitations of the current research, we can mention experimental interventions by the researcher, which can influence the bias of the results. Not having a follow-up phase was another limitation of the above study. Therefore, it is suggested that other researchers, by removing the mentioned methodological limitations and also applying other variables affecting learning, should try to conduct new research with different societies and sample sizes, in other subjects and levels of study, and with different genders. This increases the accuracy of the results and increases the generalizability of the results. Based on the results obtained from the present study, it is possible to hold workshops and training courses in order to enable colleagues to use electronic concept maps and use them in teaching. In addition to the above, electronic concept maps can be used in the teaching-learning process in the curriculum of the second elementary school. An effective method is to use a combination of work and technology courses, social studies and art. In addition to strengthening learning, this can also be effective in developing students' aesthetic sense. Finally, using technological literacy in the design of concept maps and encouraging students to use it during class presentations can be considered as other practical suggestions that strengthen the motivation of students to progress.