Li-Jiau Liu｜Teacher, Taipei Beitou Junior High School｜t506@ptjh.tp.edu.tw
Mengping Tsuei*｜Professor, Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education｜mptsuei@mail.ntue.edu.tw
*Corresponding author
▌Abstract
This study is to explore the effects of concept mapping strategy and Web-based Peer-Assessment on reading comprehension for seven-grade junior high students. Quasi-experiment method was adopted in the study. Two classes of forty-four seventh graders were assigned to the experimental and control group for nine classes in three weeks. The experimental group implemented concept mapping strategy and web-based peer assessment while the control group performed traditional instruction. The results were as following:
- Students in the experimental group outperformed students in the control group on overall reading comprehension tests. In terms of reading comprehension processes, the results showed students in the experimental group significantly higher than students in the control group in “access and retrieve”, “integrate and interpret”. There were no significant differences between groups on the “reflect and evaluate” process.
- Students in the experimental group expressed positive attitude toward concept mapping strategy and web-based peer-assessmen.
In summary, the integration of concept mapping strategy and web-based peer-assessment learning is an effective instruction for enhancing reading comprehension for junior-high students. According to the results of this study, some suggestions were proposed for future study.
Keywords: concept mapping, web-based peer-assessment, reading comprehension, junior-high school students