Presented by: Juana R. Roman-de Smet Mentor: Dr. H. Dogan-Dunlap Sponsored by: LS AMP Summer Bridge at the University of Texas in El Paso

A concept map is a drawing/diagram with a brief description of how someone or some group thinks that certain concepts are related. For example: Using the theme "Rainbow" I initially thought of three relations: color, light, and weather. These initial relations I have colored in purple. What is a concept map? Rainbow Weather light colors

Rainbow light colors Weather cloudsstorm rain white orange green indigo refractionsource bending sun red yellow blue violet UV rays Continued: In creating the second concept map for Rainbows I color the new additions in blue.

Study Purpose: To examine the use of concept maps made by students during the course in relation to their periodic (test, etc) and overall success rates. Based on concept maps the researcher analyzed: and compared the traits from the concept maps to the students’ achievement scores. the differences (characteristics) between these groups.

Basic topic relations in the concept maps with the theme “slope”: Slope Definition Formulas Examples Slope = m Δ in y Slope = Δ in x Rise Slope = Run Point-Slope Slope-Intercept Y-y=m(X-x)+b y=mx+b Slope of a Horizontal line m=0 Slope of a Vertical line m is undefined Slope of Parallel lines m1 = m2 Slope of Perpendicular lines m1 m2 = -1

List of guidelines for slope: slope-intercept y = mx+b point slope y-y1 = m(x-x1) (has two variations) slope of parallel lines m1=m2 slope of perpendicular lines m1m2= -1 slope is represented by the symbol m slope is (change in y)/(change in x) slope of a vertical line is undefined slope of a horizontal line is 0 m is rise/run m is the difference between two y-values (has two variations)for a unit change in x-values increasing positive decreasing negative graph points formulas

Group categories: First number - based on the amount of relations on a guideline that are present (average for all the concept maps). 1- at least 60 % 2- has at least 40% 3- has at least 20% 4- has at least 5 % 5- few to none Second number- The amount of relations that are maintained overall on all concept maps whether appropriate or not. 6has at least 60% 7has at least 40% 8has at least 20% 9has at least 5% 10few to none Third number- what trait of the concept maps is dominant: maintained relations, or new additions. 11- stable relations dominate (60%) 12- new additions dominate (50%) Note: Grades or success rates are on a ten point scale from A (100-90) B (89-80) C (79-70) D (69-60) F (59- and below).

First Concept MapSecond Concept MapThird Concept MapAverage- 61 Group 4:10:11 EPCC-I age:31 sex: male Initial concepts present on the first or second concept maps Changed or moved concepts New additional concepts Least Successful-EPCC First Concept MapSecond Concept MapThird Concept MapAverage- 95 Group 1:6:11 EPCC-F age:23 sex: male Most Successful-EPCC

Initial concepts present on the first or second concept maps Changed or moved concepts New additional concepts First Concept Map Second Concept MapThird Concept Map Average- 90 Group 1:6:11 UTEP-G age:19 sex: female Most Successful-UTEP First Concept MapSecond Concept MapThird Concept Map Average- 52 Group 4:6:12 UTEP-S age:20 sex: female Least Successful-UTEP

Summer 2002 Data Success Rate versus Categorization series 1 - average guideline percentage series 2- average maintained percentage series 3- overall dominant attribute Small Junior College Midsized University Combined Results

Summer 2002 Data Success Rate versus Characteristics series 1- Average Formulas series 2- Average Definitions series3- Averages Graphical References series 4- Averages Graphs series 5- Averages Examples Small Junior College Midsized University Combined Results

Implications: Qualitative analysis claims (1) The students' success rate is determined by the percentage of maintained initial relations. (2) Low success rates are reflected by the new additions dominant attribute. (3) Possible correlation with overall success and periodic exam scores. (4) Characteristics imply that success rates are determined by a diverse amount of characteristics on the concept maps. However, low success rates use diverse characteristics without understanding (researcher suspects copying from book summaries).

Other Questions Involving Study: Is time an issue? What variables exist between the results collected between EPCC and UTEP? Are concept maps a valid and reliable assessment tool?

Further Research: Examine the characteristics of a concept map themed ‘function’, Compare similarities between different themed concept maps, Examine concept map variation of concepts versus anchored concepts. Run statistics on characteristics and categorizations, Exploration of group training sessions, Exploration of expert concept map scoring method.

Questions and/or Comments? Thank you.