Effects of concept mapping instruction on the academic achievement of students in the history course

This study examines the effect of concept mapping i nstruction on students’ learning performance in a h istory course. The subjects consisted of 43 thirds high school mal e students. They were divided into two groups: conc ept map instruction group, and control group. Four weeks of experimental instructions were given to the experi mental group. Students’ progresses were examined by pre-te st and post-test measurements. The experimental res ults showed that subjects in the experimental group perf ormed significantly better than control group.