International Journal of
Information and Education Technology

Abstract

The present study evaluates a collaborative concept-mapping technique in the third year mechanical engineering undergraduates in order to examine students' performance and attitudes towards an experimental teaching method in the topic of introduction to the internal combustion engines (IICE). This study used a quasi experimental design, incorporating both quantitative and qualitative techniques. There were 90 students involved in the study divided into two groups. The experimental group was assigned collaborative concept maps and the control group was assigned individual concept maps. The findings indicated that the two teaching methods resulted in a significant difference with respect to students' test scores. Collaborative concept maps promoted higher quality of maps and enhanced active learning. Collaborative concept mapping to learn the topic of IICE could increase the possibility of discussion between students, thus enhancing better organization and understanding of the subject. Students were positive towards the collaborative concept maps.