Abstract
This study examined the effects of three concept mapping strategies in facilitating achievement of different types of educational objectives. The three concept mapping strategies were concept identifying, proposition identifying and student generated concept mapping. The instructional material was a 2000-word expository text related to the physiology and functioning of the human heart. Instruction was presented in a web based environment. Achievement was measured by three individual and a total criterion test. 105 college levels students were randomly assigned to one of four instructional treatments. Criterion tests were administered immediately after students interacted with their respective treatments. One-way analysis of variance indicated that (a.) specific concept mapping strategies can significantly improve student achievement of specific types of educational objectives and (b) all types of concept mapping strategies are not equally effective in facilitating student achievement.