Review of Educational Research
Fall 2006, Volume 76, Number 3, pp. 413-448
Learning With Concept and
Knowledge Maps: A Meta-Analysis
John C. Nesbit and Olusola O. Adesope
Simon Fraser University
This meta-analysis reviews experimental and quasi-experimental studies
in which students learned by constructing, modifying, or viewing node-link
diagrams. Following an exhaustive search for studies meeting specified
design criteria, 67 standardized mean difference effect sizes were extracted
from 55 studies involving 5,818 participants. Students at levels ranging from
Grade 4 to postsecondary used concept maps to learn in domains such as
science, psychology, statistics, and nursing. Posttests measured recall and
transfer. Across several instructional conditions, settings, and methodological
features, the use of concept maps was associated with increased knowledge
retention. Mean effect sizes varied from small to large depending on how concept
maps were used and on the type of comparison treatment. Significant heterogeneity
was found in most subsets.
concept map, graphic organizer, knowledge map, meta-analysis, nodelink map.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448.
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