The Effectiveness of Concept Map-Based Teaching Methods on Implicit Beliefs about Intelligence and Problem-Solving Skills of Students in Zahedan

Abstract

Purpose: The primary objective of this study was to investigate the effectiveness of concept map-based teaching methods on implicit beliefs about intelligence and problem-solving skills among high school students in Zahedan. This research aimed to determine whether the use of concept maps could significantly enhance students' cognitive and analytical abilities.Methodology: This study utilized a randomized controlled trial design, involving 30 high school students from Zahedan, who were randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received instruction using concept maps, while the control group continued with traditional teaching methods. Data were collected using the Implicit Beliefs about Intelligence (IBI) questionnaire and the Problem-Solving Skills (PSS) questionnaire. The study spanned five months, and data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests with SPSS-27 software.Findings: Descriptive statistics revealed that the experimental group showed a significant increase in both implicit beliefs about intelligence and problem-solving skills from pre-test to post-test, with mean scores improving from 3.45 to 4.12 and 3.68 to 4.33, respectively. In contrast, the control group showed minimal changes. The repeated measures ANOVA indicated significant differences between groups and over time (p < 0.05), with post-hoc tests confirming that the improvements were statistically significant in the experimental group.Conclusion: The findings suggest that concept map-based teaching methods are effective in enhancing implicit beliefs about intelligence and problem-solving skills among high school students. This instructional approach not only facilitates a deeper understanding of concepts but also promotes critical thinking and analytical skills. The study highlights the potential benefits of integrating concept maps into educational curricula to foster cognitive development.Purpose: The primary objective of this study was to investigate the effectiveness of concept map-based teaching methods on implicit beliefs about intelligence and problem-solving skills among high school students in Zahedan. This research aimed to determine whether the use of concept maps could significantly enhance students' cognitive and analytical abilities.   Methodology: This study utilized a randomized controlled trial design, involving 30 high school students from Zahedan, who were randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received instruction using concept maps, while the control group continued with traditional teaching methods. Data were collected using the Implicit Beliefs about Intelligence (IBI) questionnaire and the Problem-Solving Skills (PSS) questionnaire. The study spanned five months, and data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests with SPSS-27 software.   Findings: Descriptive statistics revealed that the experimental group showed a significant increase in both implicit beliefs about intelligence and problem-solving skills from pre-test to post-test, with mean scores improving from 3.45 to 4.12 and 3.68 to 4.33, respectively. In contrast, the control group showed minimal changes. The repeated measures ANOVA indicated significant differences between groups and over time (p < 0.05), with post-hoc tests confirming that the improvements were statistically significant in the experimental group.   Conclusion: The findings suggest that concept map-based teaching methods are effective in enhancing implicit beliefs about intelligence and problem-solving skills among high school students. This instructional approach not only facilitates a deeper understanding of concepts but also promotes critical thinking and analytical skills. The study highlights the potential benefits of integrating concept maps into educational curricula to foster cognitive development.