The Comparative Effect of Computer-Assisted and Paper-and-Pencil Concept Mapping on Learning Motivation and Achievement

Abstract

This paper compared the effect of different concept mapping on students' learning motivation and academic achievement. A pretest-posttest control group experimental design was employed. The participants were 151 students from the Department of Accounting Information at a private university in central Taiwan who were taking an advanced accounting course. An effect size and analysis of covariance were used to analyze experimental results. Experimental results show that the two computer-assisted concept mapping techniques (construct-on-scaffold and construct-by-self) are more beneficial to students' learning motivation and academic achievement than traditional paper-and-pencil concept mapping and textbook exercise methods. In addition, traditional paper-and-pencil concept mapping is better than the textbook exercise method. However, no significant differences existed between the two computer-assisted concept mapping techniques.