This study and article reports on the results of a nine-week investigation that examined the effectiveness of concept mapping on science achievement of African American middle grade science students. Sample include one-hundred eighty-two eighth-grade students, distributed into eight intact earth science classes by ability levels with ability level examined as a covariate on student achievement. For this sample of students, analyses of covariance indicated no significant overall effects of treatment on science achievement. A statistically significant effect was found between concept mapping and student achievement among the average students measured by combined performance assessment items. The results suggest that concept mapping has a positive effect on average (lower) ability level African American science student

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Keywords

• Concept mapping
• African American achievement
• Science education

(30 min. Conference Paper, English)