Abstract
This study aims to investigate the effects of using concept mapping on student’s performance on logical database modeling and to examine their satisfaction towards the use of concept mapping strategy in the database design process. One hundred and two undergraduate students participated in the study. These students were assigned into three groups with three different learning approaches: two experimental groups and one control group. The three learning approaches were compared to find out what effects they have on learning database modeling. The concept map was used as a first step of data modeling by the two experimental groups, while the control group was taught using the conventional approach without using the concept mapping strategy. We have studied the logical database schema made by all students during the achievement test to see if there was a significant difference between the student’s scores of the three groups. The findings revealed that for novice students, using the concept map strategy in the database design may be more efficient than the conventional approach. It can help to enhance the academic performance of students in logical database modeling. Based on our observations and the students' statements, we can also consider that the concept map had a positive effect on the students' attitudes towards the content, increased the students’ motivation, helped to induce a positive dynamic among them, a greater engagement and interest in the subject matter.
Author Information
Lynda Farza, Military Academy, Tunisia
Paper Information
Conference: IICE2022
Stream: Teaching Experiences
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Farza L. (2022) Concept Mapping Strategy to Improve Non-computer Science Students’ Learning Achievements in Logical Database Design ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.36
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.36
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