Ali Saeedi, Ali Akbar Saif, Hassan Asadzadeh and Soqra Ebrahimi Qavam
The purpose of this study was comparing effectiveness of methods of presentation of concept maps and methods of concept mapping on reading comprehension. The subjects of this study consisted of 66 third-year high school students (33 female, 33 male), that were selected randomly by multistage sampling method. Participants were randomly assigned to three treatment groups and one control group. The research instruments were: 1) experimental texts, 2) comprehension test, and 3) Camp Tools software, and 4) Teacher-generated concept maps. Treatment groups included computer-based concept mapping, paper-pencils concept mapping, and reading text with prepared concept maps. The control group for the study did not receive any concept map. The results of this study indicated that presentation of per-prepared concept maps significantly improved comprehension, compared to the map generation and control group. But paper-pencil and computer-based concept mapping compared to the control groups were not statistically significant. The best way for use of concept maps is teacher-generated concept maps with texts.
