Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

Susana Cristina Costa Pestana, Francisco Peixoto, Patrícia Rosado Pinto

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Purpose: The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM). Design/methodology/approach: In this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG. Findings: CM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time. Practical implications: The paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement. Originality/value: This paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

    Original languageEnglish
    JournalJournal of Applied Research in Higher Education
    DOIs
    Publication statusE-pub ahead of print - 2022

    Keywords

    • Academic achievement
    • Concept maps
    • Intrinsic motivation
    • Meaningful learning
    • Occupational therapy education

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