The Effects of Concept Mapping Instruction on Students’ Attitudes, Motivations, and Self-Efficacy in Educational Technology Class

Abstract

The purpose of this study was to examine the effect of concept mapping instruction on students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project. A questionnaire was used to collect data from 78 students who were enrolled in three sections of a “production of teaching material” course in a college of education at a university in Kuwait. A pre-test/post-test pre-experimental design was followed, and data was collected using two questionnaires, one before and one after the use of a concept mapping approach to instruction. The analysis of the pre-test/post-test scores showed that there were significant differences between the post-test and pre-test mean scores on the three scales examined: attitude, motivation, and sense of self-efficacy. The findings indicate that the concept mapping approach to instruction was an effective tool for improving students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project.