The concept map as a learning tool. Improvement of students' motivation to learn English literature

Table of Contents

CHAPTER I INTRODUCTION

1.0 Introduction

1.1 Background of the study

1.2 Statement of problem

1.3 Objectives of the research

1.4 Research Questions

1.5 Limitations of study

1.6 Operational Definitions

1.7 Significant of study

1.8 Theoretical Framework

1.9 Summary of the chapter

CHAPTER II LITERATURE REVIEW

2.0 Introduction

2.1 Concept map

2.2 Concept map in education

2.2.1 Concept map as a learning tool

2.3 KBSM Syllabus

2.3.1 Learning Literature

2.3.2 Alternative approaches to the teaching of literature

2.4 Motivation

2.4.1 Motivation for Learning

2.5 Summary of this chapter

CHAPTER III METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Participants

3.3 Instruments

3.3.1 Essay test

3.3.2 Students’ Motivation Questionnaire

3.4 Procedure of the study

3.4.1 Qualitative concept map content analysis

3.5 Data Collection

3.6 Data Analysis

3.7 Summary of this chapter

CHAPTER IV FINDINGS

4.0 Introduction

4.1 Findings

4.1.1 Demographic Information

4.1.2 The effect of using concept map

4.1.3 The motivation of using concept map

4.1.4 Gender

4.1.5 Ethnicity

4.2 Summary of this chapter

CHAPTER V DISCUSSIONS

5.0 Introduction

5.1 Discussions

5.2 Summary of this chapter

CHAPTER VI LIMITATIONS, IMPLICATIONS AND CONCLUSION

6.0 Introduction

6.1 Limitations of the study

6.2 Implications of the study

6.3 Suggestions for future research

6.4 Conclusion

Objectives & Themes

This research aims to investigate the effectiveness of using concept maps as a pedagogical tool to improve student motivation and performance in the English literature curriculum within a secondary school context in Malaysia.

• The impact of concept mapping on student motivation in English literature learning.
• The influence of teaching methods on student achievement in literature assessments (Characters and Moral Values).
• Comparative analysis of student performance based on gender and ethnicity.
• The integration of concept maps as a cognitive scaffolding tool in ESL classrooms.

Excerpt from the Book

Summary of Chapters

CHAPTER I INTRODUCTION: This chapter introduces the context of English language education in Malaysia, highlighting the declining standards and the need for new pedagogical approaches like concept mapping to motivate students.

CHAPTER II LITERATURE REVIEW: This chapter examines previous studies regarding concept maps, the KBSM syllabus, and motivation, establishing the theoretical framework for using visual tools in ESL literature instruction.

CHAPTER III METHODOLOGY: This chapter details the quasi-experimental design, the participant demographics, and the instruments, including the Students' Motivation Questionnaire (SMQ) and essay-based assessments.

CHAPTER IV FINDINGS: This chapter presents the statistical data from pre-tests and post-tests, alongside survey results, demonstrating the impact of concept mapping on motivation and performance.

CHAPTER V DISCUSSIONS: This chapter evaluates the research findings in relation to existing literature, exploring why concept mapping proved effective for certain literature topics and student groups while noting limitations.

CHAPTER VI LIMITATIONS, IMPLICATIONS AND CONCLUSION: This chapter outlines the study's constraints, provides recommendations for educators and policymakers, and concludes that concept mapping is a viable motivational tool in English literature classrooms.

Keywords

Concept mapping, English literature, Student motivation, ESL, Malaysia, Secondary school, Teaching strategies, Learning tools, Academic achievement, Gender differences, Ethnicity, Classroom engagement, Pedagogical innovation, KBSM, Literature education

Frequently Asked Questions

What is the primary focus of this dissertation?

The dissertation focuses on exploring the effectiveness of using concept maps as a learning tool to enhance student motivation and achievement in an English literature classroom within a rural Malaysian secondary school.

What are the central themes of the research?

The research explores pedagogical strategies for literature instruction, the role of learner motivation, the impact of visual cognitive tools, and demographic factors such as gender and ethnicity in the learning process.

What is the primary research goal?

The goal is to determine if concept maps can successfully increase student engagement and performance in literature assessments, specifically when analyzing topics like characters and moral values.

Which scientific methods were utilized?

The study employed a quasi-experimental design, utilizing both quantitative data (pre-tests, post-tests, t-tests, and ANOVA) and qualitative content analysis of student-generated concept maps.

What does the main body of the work cover?

The main body covers a literature review on concept mapping and syllabus requirements, a detailed methodology section, a presentation of statistical findings, and a discussion of the practical implications for teachers.

Which keywords best characterize the study?

The study is characterized by keywords such as concept mapping, English literature, ESL, secondary school education, student motivation, and pedagogical strategies.

How were concept maps evaluated in this study?

Concept maps were evaluated based on a specific scoring scheme developed by Novak and Musonda, assessing hierarchy, appropriateness of links, and conceptual understanding within the maps.

Did the research find significant differences between genders?

The research found no significant difference between genders for the topic of 'Characters,' but identified a significant difference in the topic of 'Moral Values,' where female students performed significantly better than their male counterparts.