Educational ProblemsConceptMappNCT06227741
Concept Mapping: as a Tool for Problem Based Learning
A study testing Concept Mapping: as a Tool for Problem Based Learning in people with Educational Problems and Problem;Learning, run by Alexandria University at 1 site in Egypt.
Trial summary
This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Educational Problems, Problem;Learning
- What is being tested?
- Concept Mapping: as a Tool for Problem Based Learning
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 140 participants
- Where
- 1 siteEgypt
- Study dates
- 1 Aug 2023to 20 Dec 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- from 2 -4th academic year
- accept to participate in this study
Who cannot join
- first academic year
- psychological or mental disorder
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Concept Mapping: as a Tool for Problem Based Learning on Students Problem Solving Skills, Metacognitive Awareness, and Self-directed Learning
This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains.
Read the detailed description
This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains. Additionally, the research investigates how concept mapping within a PBL context promotes metacognitive awareness, helping students become more conscious of their learning strategies and enabling them to identify gaps in understanding. Moreover, the study explores the role of concept mapping in empowering self-directed learning, fostering autonomy and a deeper sense of ownership over students' educational journeys. The insights gained from this research not only inform instructional design practices, providing evidence-based strategies for enhancing problem-based learning through concept mapping but also contribute to the broader educational research discourse, offering valuable perspectives on effective teaching and learning strategies.
- Conditions
- Educational Problems, Problem;Learning
- Being tested
- Concept Mapping: as a Tool for Problem Based Learning
- Keywords
- education, concept mapping, Problem Solving skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Concept Mapping: as a Tool for Problem Based LearningOther
Concept mapping is a visual representation and organizational tool that illustrates the relationships between concepts, ideas, and information. It involves creating a graphical depiction of knowledge, typically using nodes or boxes to represent concepts and connecting lines or arrows to signify the relationships between them. The central concept or main idea is often positioned in the center of the map, with subsidiary concepts branching out from it. These maps serve as a comprehensive overview of a subject, highlighting the hierarchical structure and interconnectedness of various elements.
| Study group | Role | What they receive |
|---|---|---|
| concept mapping | Experimental | utility of concept mapping as a learning tool for problem solving. As well, examine the effect of using concept mapping as a tool for problem based learning on students' Metacognitive Awareness, problem solving skills, , and self -directed learning at Zagazig Faculty of Nursing Receives: Other: Concept Mapping: as a Tool for Problem Based Learning |
| traditional learning experience | No intervention | utility of traditional learning experience as a learning tool |
What is being measured
The primary outcome is the main question the study is designed to answer.
improving students' metacognitive awareness
Nursing students exposed to the concept mapping technique exhibited a higher score in the metacognitive awareness skills inventory ( total scores ranging from 30: 150 and a higher score of more than 90 indicating higher Metacognitive Awareness) than those not exposed to concept mapping.
Measured: 2 months
improving students' Problem-Based Learning
Nursing students exposed to the concept mapping technique exhibited a higher score on the problem-solving skills questionnaire( total scores range from 28 to 140 and higher scores more than 56 indicating higher problem-solving skills) than students not exposed to concept mapping.
Measured: 2 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Jan 2024
- Study start1 Aug 2023
- Primary completion30 Sep 2023
- Study completion20 Dec 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Educational ProblemsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- concept mapping
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 140 participants (actual)
Sponsor and investigators
- Lead sponsor
- Alexandria University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- mohamed H atta, Study chair, Faculty of nursing, Alexandria university, Egypt
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06227741
- Sponsor's protocol ID
- IRB0001260
- Acronym
- ConceptMapp
- Status last verified
- Dec 2023
- First submitted
- 25 Dec 2023
- Last updated
- 29 Jan 2024
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 29 Jan 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Concept Mapping: as a Tool for Problem Based Learning on Students Problem Solving Skills, Metacognitive Awareness, and Self-directed Learning
- ClinicalTrials.gov ID
- NCT06227741
- Acronym / sponsor ID
- ConceptMapp / IRB0001260
- Conditions
- Educational Problems, Problem;Learning
- Keywords
- education, concept mapping, Problem Solving skills
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 140 participants (actual)
- Lead sponsor
- Alexandria UniversityUniversity, hospital or other
- Study start
- 1 Aug 2023 (actual)
- Primary completion
- 30 Sep 2023 (actual)
- Study completion
- 20 Dec 2023 (actual)
- First posted
- 29 Jan 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains.
Detailed description
This study delves into the utilization of concept mapping as a strategic tool within problem-based learning (PBL) to enhance students' problem-solving skills, metacognitive awareness, and self-directed learning abilities. Concept mapping, a visual representation of knowledge structures, is explored as a means to cultivate and refine students' problem-solving capabilities, preparing them for challenges in various domains. Additionally, the research investigates how concept mapping within a PBL context promotes metacognitive awareness, helping students become more conscious of their learning strategies and enabling them to identify gaps in understanding. Moreover, the study explores the role of concept mapping in empowering self-directed learning, fostering autonomy and a deeper sense of ownership over students' educational journeys. The insights gained from this research not only inform instructional design practices, providing evidence-based strategies for enhancing problem-based learning through concept mapping but also contribute to the broader educational research discourse, offering valuable perspectives on effective teaching and learning strategies.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- concept mapping
| Arm | Type | Receives |
|---|---|---|
| concept mapping | Experimental | Other: Concept Mapping: as a Tool for Problem Based Learningutility of concept mapping as a learning tool for problem solving. As well, examine the effect of using concept mapping as a tool for problem based learning on students' Metacognitive Awareness, problem solving skills, , and self -directed learning at Zagazig Faculty of Nursing |
| traditional learning experience | No intervention | –utility of traditional learning experience as a learning tool |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- from 2 -4th academic year
- accept to participate in this study
Key exclusion criteria (2 listed)
- first academic year
- psychological or mental disorder
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Concept Mapping: as a Tool for Problem Based LearningConcept mapping is a visual representation and organizational tool that illustrates the relationships between concepts, ideas, and information. It involves creating a graphical depiction of knowledge, typically using nodes or boxes to represent concepts and connecting lines or arrows to signify the relationships between them. The central concept or main idea is often positioned in the center of the map, with subsidiary concepts branching out from it. These maps serve as a comprehensive overview of a subject, highlighting the hierarchical structure and interconnectedness of various elements. | Other | concept mapping |
Primary outcome
improving students' metacognitive awareness
Time frame: 2 months
Nursing students exposed to the concept mapping technique exhibited a higher score in the metacognitive awareness skills inventory ( total scores ranging from 30: 150 and a higher score of more than 90 indicating higher Metacognitive Awareness) than those not exposed to concept mapping.
improving students' Problem-Based Learning
Time frame: 2 months
Nursing students exposed to the concept mapping technique exhibited a higher score on the problem-solving skills questionnaire( total scores range from 28 to 140 and higher scores more than 56 indicating higher problem-solving skills) than students not exposed to concept mapping.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Jan 2024.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
mohamed H atta study chair
Faculty of nursing, Alexandria university, Egypt
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Concept Mapping: as a Tool for Problem Based Learning in people with Educational Problems and Problem;Learning, run by Alexandria University at 1 site in Egypt.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Jan 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Egypt. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
improving students' metacognitive awareness (time frame: 2 months). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Jan 2024.