Investigating the memory retention in extension concept mapping

Abstract

Extension concept mapping has been found to engage learners in a wide range of learning activities while also improving knowledge structures. Previous research compared two ways to extension concept mapping: Extended Scratch-Build and Extended Kit-Build. Students who utilized the Extended Kit-Build had higher understanding test scores, according to the findings. However, the initial research did not look into how the two approaches affect students’ memory retention when it comes to recalling what they’ve learned. This study investigates the effect of memory retention on the two comparable methods. Extended Scratch-Build extends an open-ended concept map way, while Extended Kit-Build extends a closed-ended Kit-Build with an open-ended fashion. Kit-Build is a recomposition map that encourages students to recompose a kit according to the knowledge objective, using the teacher’s maps as a guide. Fifty-five university students who enrolled in the Database 1 course were involved as participants. Since the participants were homogeneous, group assignment was done randomly. The experimental group used the Extended Kit-Build, and the control group used the Extended Scratch-Build. A delayed comprehension exam was administered two weeks following the initial test to assess group performance. The results show that the experimental group’s memory retention was much better than the control group. In particular, experimental achievement differed significantly for questions in the kit, but for questions not in the kit, although achievement was constant, no significant discrepancy was glimpsed.