The Impact of Teaching through the Concept Mapping Strategy on the Educational Achievement of Sixth Graders in Sciences

Abstract

This research set out to see how using the Concept Mapping Strategy affected sixth-grade students’ interest and success in science at an Arab elementary school in northern Israel. The study combined both numbers and personal experiences, using a quasi-experimental approach with tests taken before and after to analyze results, along with conversations, teacher notes, and student feedback. 240 students took part, split into two groups: one group used concept mapping, while the other learned in a more traditional way. The results showed the concept mapping group made clear gains in both test scores and interest levels, showing concept mapping’s role in boosting science learning. Students in this group not only engaged more but also showed better grasp of ideas, stronger organizational and analytical skills, and felt more confident in their abilities. Although some students initially struggled to get the hang of the technique and felt pressured by the time it took, many found it useful and even helpful for other subjects. The study wraps up by noting that concept mapping is a practical teaching method that helps with engagement, understanding, and critical thinking skills in science classes.