Abstract
This study examined instructional effects of three concept mapping strategies to facilitate student achievement. The three concept mapping strategies were concept matching, proposition identifying and student generated concept mapping. The instructional material was a 2000-word expository text about the human heart. Achievement was measured by the identification, terminology, and comprehension tests and the total test. The criterion tests measured achievement of different educational objectives at factual, conceptual, and rules and principles levels and general academic performance of university undergraduate students. The subjects were 290 undergraduate students from a large state university. The subjects participated in a 50-minute workshop on concept mapping, one week prior to the experimental treatment and were randomly assigned to one of 4 treatment groups. The study was conducted in a web-based learning environment in a computer lab. Multivariate analysis of variance was used for data analysis. Statistical significant results were found in this study at the .05 alpha level.