Concept Mapping as a Reading Comprehension Tool

International Journal of English Language Studies

View Publication Info
 
 
Field Value
 
Title Concept Mapping as a Reading Comprehension Tool
 
Creator Lumontad, Nicomedes S.
Argate, Rex
Aparece, Ulysses B.
 
Subject concept map, reading comprehension, quasi-experimental, enrichment
 
Description The main intent of this study was to find-out the effectiveness of the use of concept mapping in improving the reading comprehension skills of students, at Asian College of Technology. Based on the findings, a reading enhancement plan was proposed. The study utilized the Quasi-Experimental Method, with reading comprehension questions and concept maps. The research subjects were the forty education students. They were divided into two groups. One group served as the experimental group while the other group served as the control group. The researchers made reading comprehension questions on the three reading texts and concept maps to the two groups of respondents. Appropriate statistical tool was used to analyze the data collected and gathered. Concept mapping is proven to be helpful in improving the reading comprehension skills of the students. Through concept mapping, the students’ analytical, structural, and creative skills would be gradually enhanced making them better readers. A syllabus enrichment was proposed to utilize concept mapping as one of the essential teaching and reading strategies in developing the students’ reading comprehension skills.
 
Publisher International Journal of English Language Studies
 
Date 2020-12-30
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://al-kindipublisher.com/index.php/ijels/article/view/892
10.32996/ijels.2020.2.5.3
 
Source International Journal of English Language Studies; Vol. 2 No. 5 (2020): International Journal of English Language Studies; 21-29
2707-7578
 
Language eng
 
Relation https://al-kindipublisher.com/index.php/ijels/article/view/892/754
 
Rights Copyright (c) 2020 International Journal of English Language Studies
 

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