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Department of Educational Psychology, Faculty of Psychology & Educational Sciences, Kharazmi University, Tehran, Iran. , keramati@khu.ac.ir
Abstract: (21 Views)
Background: Decreased learning and retention, and the resulting academic decline, cause problems in students' academic performance. Although previous studies have confirmed the effectiveness of the generative learning model and the concept map strategy on various variables, there is a research gap regarding the effect of these two model on learning and retention biology lessons in high school female students.
Aims: The aim of this study was to compare the effects of the generative learning model and the concept map strategy on learning and retention biology lessons in high school female students.
Methods: The method of this study was a Quasi-experimental pretest-posttest with a control group and a one-month follow-up. The statistical population of the study included all female students in the eleventh grade of the high school in public schools in District 1 of Shiraz city in the academic year 2022-2023. The statistical sample size was 45 people using G*Power software, who were selected using purposive sampling and randomly assigned to two experimental groups and a control group (15 people in each group). The data collection tools in this study were researcher-made tests of biology lesson learning and biology lesson retention. For the first experimental group, the generative learning model and for the second experimental group, the concept map strategy were implemented during 9, 90-minute weekly sessions. Also, to analyze the research data, the variance analysis with repeated measurement and SPSS software version 24 were used.
Results: The results showed that the difference between the learning and retention rates in the experimental and control groups was significant (P<0.001). Also, the results of the Bonferroni post hoc test in this study showed that the efficacy of the generative learning model on learning and retention of biology lessons was significantly higher than the concept map strategy (P<0.001).
Conclusion: According to the findings of the present study, it can be said that teaching the generative learning model plays a significant role in improving students' learning and retention. Therefore, it is suggested in short-term training programs provide the necessary background for biology teachers to become familiar with the generative learning model.
Aims: The aim of this study was to compare the effects of the generative learning model and the concept map strategy on learning and retention biology lessons in high school female students.
Methods: The method of this study was a Quasi-experimental pretest-posttest with a control group and a one-month follow-up. The statistical population of the study included all female students in the eleventh grade of the high school in public schools in District 1 of Shiraz city in the academic year 2022-2023. The statistical sample size was 45 people using G*Power software, who were selected using purposive sampling and randomly assigned to two experimental groups and a control group (15 people in each group). The data collection tools in this study were researcher-made tests of biology lesson learning and biology lesson retention. For the first experimental group, the generative learning model and for the second experimental group, the concept map strategy were implemented during 9, 90-minute weekly sessions. Also, to analyze the research data, the variance analysis with repeated measurement and SPSS software version 24 were used.
Results: The results showed that the difference between the learning and retention rates in the experimental and control groups was significant (P<0.001). Also, the results of the Bonferroni post hoc test in this study showed that the efficacy of the generative learning model on learning and retention of biology lessons was significantly higher than the concept map strategy (P<0.001).
Conclusion: According to the findings of the present study, it can be said that teaching the generative learning model plays a significant role in improving students' learning and retention. Therefore, it is suggested in short-term training programs provide the necessary background for biology teachers to become familiar with the generative learning model.
Article number: 3
Type of Study: Research |
Subject:
Special
Received: 2024/08/7 | Accepted: 2026/09/1 | Published: 2026/09/23
Received: 2024/08/7 | Accepted: 2026/09/1 | Published: 2026/09/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)