Document Type : Original research
Authors
1
Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Department of Psychology and Counselling, Farhangian University,, Tehran, Iran
3
BSc Student of Chemistry Education, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
10.48310/chemedu.2026.22315.1412
Abstract
Background and Objective: The present study aimed to investigate the effectiveness of concept map-based instruction on learning and interest in chemistry. This research was conducted using a quasi-experimental design with a pretest–posttest control group structure. Methods: The statistical population comprised eleventh-grade experimental Sciences students in Tabriz out of which a sample of two intact classes from an eleventh-grade cohort at a single school was selected through convenience sampling and randomly assigned to an experimental group (n = 28) and a control group (n = 23). At the beginning of the academic year, both classes were assessed using a written test covering tenth-grade chemistry content and completed the Course Interest Survey by Keller & Subia (1993), which measures motivational dimensions based on the ARCS model (Attention, Relevance, Confidence, Satisfaction). Subsequently, the concepts of the first chapter of eleventh-grade experimental chemistry—including stoichiometry, organic chemistry, periodic table patterns and trends, atomic radius, and elemental reactivity—were taught to the experimental group using concept maps, while the control group received instruction through conventional teaching methods. Findings: Following the intervention, both groups were reassessed using a written chemistry test , and they completed the interest questionnaire for the second time. The collected data were analyzed using one-way and multivariate analysis of covariance (ANCOVA/MANCOVA). Results indicated statistically significant between-group differences across all course interest subscales: Attention (p = 0.001), Relevance (p = 0.040), Confidence (p = 0.001), and Satisfaction (p = 0.034). Additionally, a significant difference was observed between the groups in chemistry learning outcomes (p = 0.001). Conclusion: Therefore, it can be concluded that the application of concept maps exerts a significant positive effect on both chemistry learning and students’ interest in the subject.
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